DOCUMENT RESUME
ED 093 067 EA 006 263 AUTHOR Hallak, Jacques; McCabe, James TITLE Planning the Location of Schools; County Sligo, Ireland. Case Studies -- I. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. REPORT NO ISBN-92-803-1056-9 PUB DATE 73 NOTE 114p.; A related document is ED 088 190 AVAILABLE FROM UNIPUB, Inc., P. O. Box 443, New York, New York 10016 (Order Number ISBN 92-803-1056-9, $8.95)
FDRS PRICE MF-$0.75 HC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS Case Studies; Educational Planning; *Elementary Schools; Foreign Countries; Geographic Location; Maps; Methodology; *Planning; *School Demography; School Districts; *School Location; School Planning; *Secondary Schools; Site Selection IDENTIFIERS *Ireland; School Mapping
ABSTRACT This case study highlights a typical example of the kind of gap that exists between centralized planning and implementation. Despite the existence of fairly sophisticated central planning machinery in Ireland and an active desire for reformon the part of the government (with an explicit policy on school location, buildings, curriculum, etc.), the school networks in the County still remain largely outdated and ill-adapted to modern circumstances. This situation results in costly under utilization of resources,a lack of equality of educational opportunity and supply, and inadequate pedagogical provision. The County is highlighted geographically and placed comparatively in the Irish context under the headings of demography, economic and social background, and educational system. Profiles of the school networks are given, and an analysis anda diagnosis are made of the first and second levels respectively. Internal comparative analysis by catchment area is made separately for the two levels under enrollment, transport, teaching staff, curriculum, physical facilities, costs, and financing. Prognoses and proposals for future school networks are made, and an enrollment forecast to 1976 is made against a background of the economic and social development perspective and the demographic trends for the County. The methodology, parameters, and principles of school mapping are presented. (Ph,tographs may reproduce poorly.)(Author/MLF), 3 1 ra :11V Included in the series PlaaniNg the loCalerot ul cchooi: *
I. County Sligo, Ireland 2. Aurich, Busse -Sage, Republique f:kkral d'Alleinagne 3. illsole District, Uganda
*Other titles to Appear An 11E1' research project directed by Jacques llak
Planning the location of schools: County Sligo, Ireland
Jacques Hallak and James McCabe
Park 1973 Unesco: International Institute for Educational Planning The designation.) emploised And the presentation of the material it' this publication do not imply the ekpreNsion of an) opinion \hatcooer on Cite part of the 114 P for of the Lneso Secret:mitt of is it part) eoneerning the legal status of :in) k.i)nttitri) Or territor), or of IN ;itithonties, or concerning the delimitations of the frontiers of tocountr) or territor).
PithliNhe:' in li173 h) the Cnited Nations Scientific and Cultural ()rgaiiiration. Place de Fonteiiiiin.i. 75'700 Paris Phil )set and printed h) St Paul's Press Limited, Nialta
ISIVN 92iit,40-1056-9 (No 73-78S56
14'1 t' tci In Malta Aims and methodology of the IIEP research projecton planning the location of schools
Aspartof the Second United Nations Development field w ith the close collaboration of the national authorities Decade, many" countries have set themselves the target of and corn pri ;ed the following specific stages: providing complete first -level school cove ra go. or at least I. A critical analysis of the features of the existing network of substantially extending their tirst-level school networks, of first- and!or second-level schools, according to the together with a major development of the network of purpose of the study, in one or more educational areas of second-level schools. Achieving these targets in practice 50,000 to 200,000 inhabitants, selected for the variety of will involve them in finding solutions to the many awkward problems Cicy exhibited: problems which arise in setting up the network of first- and 2 A study of the medium-term evolution of the potential secondlevel schools:in other words, they w ill need to schoolpopulation,taking account of demographic develop the most appropriate methods for planning the factors, the educational objectives and certain socio- location of schools. economic variables: The International Institute for Educational Planning had 3. Proposals for rationalising the location of schools, based these problems in view when, towards the end of 1970, it on the initial findings and the educational development began a series of investigations into the planning of first- prospects, and on all the pedagogical, economic, geo- and second-level school location: this was research of a graphical and other factors of general application or cle;irly practical kind, meeting a concrete need of most peculiar to the region concerned, in each case showing Member States: a typical example of the kind of applied the relative importance of the possible decisions. research which the Institute can undertake to assist Unesci Ihese case studies will he completed towards the end of Member Sta: es in implementing their educational plans and 1973 and will be published as and when they become making optimum use of the resources available. Its objec- available.' .A report on the project as a w hole will summar- tive is threefold: i/e the conclusions emerging from tile case studies and I. To analyse and identify all the factorspedagogical. endeavour to identify the methodological principles of economic. geographical. social, administrative. poli- ['tinning the location of schools: this report is expected to tical, etc, which must he taken into account in design. be completed and published ;n 1974. ing a methodology for planning the location of schools: he entire pr)ject has been financed With voluntary 2.to formulate such a methodology in sufficient detail to contributions from various countries: the Ministry of Over- he used asrtguide to school location activities in seas Development (United Kingdom). SIDA {Sweden). Member States, while beim- sullici:mtly flexible and CIDA (Canada'), NORAD (Norway). etc., to which the universal to he adaptable to ;he particui,:. conditions of is extremely grateful. comitry: The Institute also thanks allthe Member States of 1.to apply the methodology to concrete problems facing Unesco and the national specialists for co-operating in the education planners, such as universal first-level educa- implementation of this project. tion. implementation of educational reforms. etc. The IIEP began with a number of case studies in a sample, Puhl...(1(on ha (he III I of oudlci ,nd, led t.1 outside ,onsulkirts must not he rafter as varied as possible. of countries in Asia, Africa. Latin o irrplathattheIra(mutene,..casarihyliS0,141C5itselfvIth anaconductors or America and Europe. T tese studies were carried out m the or(roons carrcaacd therein Preface
This study deals with a mainly rural area in the north-west pupils residing more than too miles away from their of Ireland with a population, today. of 50,2(X). Its popula- level schools varies from 13 to 47 . bile those residing more tion has been in continual decline over the last hundred than three miles away represent between 29 and 96 percent years with the result that a pattern of school lo:iation dating according to the catchment area. There are also consider- back to the middle of the nineteenth century. the rural able differences in staffing conditions (pupiliteachcr ratios areas had high population densities, has become outmoded varying from 22,5 to 35:1 in first -level education and from and unsuitable. The demographic decline has been accom- 11.8 to 26.6:1 for the second level), and in the condition of panied by a particularly unfavourable economic and social equipment and premises. The authors comment that: trend which has not made it easier to modernize the net- '... inequality of educational supply generally' leads to work of schools. while reforms to the educational system, inequality of admission to the higher-stage "science" which were decided in 1965, call for substantial changes in and "teci,nical" groups and, similarly. causes inequality the pattern of school location. between male and female pupils, Since all school network It was this special situation which guided the IRT.P in rationalizadon policies must attempt to equalize supply selecting the Sligo area for its first case study on school conditions, account must be taken of these factors.' location. In this study, which is in some respects a proto- In the proposals which they have devised for rationalizing type, the authors have endeavoured: the pattern of first- and second-level school location, J. 1. To analyse the characteristics of the existing network of liallak and J. McCabe have sought to 'equalize', quantita- schools: this involved examining the effects of the geo- tively and qualitatively, the supply conditions by: graphical distribution of schools on attendance rates in 1. Adopting Ireland's national construction and equip- the various districts of the county: the school transport nem standards: network, movement of pupils between their homes and 2. Suggesting that the oldest and most under-populated the schools they attend. staffing conditions. educational schools be closed down, output. costs and various 'quail' y' indicators have beer, 3. 1,ocao iig schools at the 'development poles of the area: analysed and discussed: 4. Dividing the county into saw, more homogenous catch- 2. To study the operational efficiency of the system, ment areas. through an analysis of the data by size of school: The authors themselv es suggest that their conclusions 3. To test various hypotheses about the relationships be- should be regarded as a basis fax negotiation among the tween educational 'supply' and 'demand'. particularly parties concerned rather than as a basis for action. Their by comparing the effects of geographical location of proposals are particularly striking: schools on attendance rates in the areas they cover: 4. To devise a methodology %kith which to rationalize the existing pattern of school location with a medium- and In ter st-leva ettliCat long-term horizon. Proposals for inodif:,ing the school Of the 107 first-level schools in 1971, fifty -four would network have been devised, with the yein 1976 in mind. have to be closed down by 1976 if the national stun tart of in the light of the school-age population trend and a Mini MUM of Sn:CO Y-tiVe pupils per school were to he its implications for casts and staff pupil coi:ditions. adopted. The authors have however considered a varia- Their analysis of the present situation highlights the in- tion in vs bids certain single-teacher schools would he equalities between one district and another showing, in retained. particular. (a) that participation rates tat?, from 27,3 per Considera Ilk savings would In obtained in most cases: cent to 83.7 per cent for the 4 to 5 age-group and front 46 alteratn,iis to the pupil eacher ratio would l.trgeiyoffset per cent to 99 per cent for the 16 to 17 age- group: lb) transport costs. Similarly, retching conditions would apparent acmission rates fo: second-level education vary improved by a reduction in the number of unqualified from 56 per cent to over KO per cent: tc) the percentage of staff which would he brought about by rationalization. Some of their proposals would still rniolve increases in location is doubtless a prime tool in equaliting educational unit costs, butithas been impossible to show in this opportunities among the various areas and social cate- study whether such cost increases would he justified by in gories. and the point is worth making. but this is not its only improvement in the quality Of the educational sect purpose. Because of the determining innuence of 'supply' upon in qiconi/-/eve/ cdricurron 'demand' for education at most levels of society, distribu- tion of the various types of second-level educational es- Six establishments would 'lav: to close, or IllerVle: the new network would offer .1 slider set or ;i1ternAti tablishment is also a particularly effective instrument in would facilitate improved distrihntlon Of pupils among orienting education to meet both the tastes and aptitudes of the various alternatives. particularly for technical and int-fix iduals, and the objectives which society sets for the scientific training t2t; per cent in scientitic and technical school system. The authors have therefore laid stress in studies, compared with less than ill per cent at present}. their proposals upon the importance of the geographical distribution of supply for the choices really offered to (he Restructuring the network of second-level schools would pupils in County Sligo and for their orientation among the have a negligible effect upon transport costs, but would various sections of the second-level school. Here, however, offer substantial savings on salaries, thus facilitating the the study by J.Ilallak and J, McCabe has it somewhat investment effort which their proposals would imply. special context. In their conclusion the authors have emphasited certain In a country hose school plan lays down national general methodological considerations .insing out or this targets for the development of the educational system, the preliminary studs: they show, in particular. that rational- planning of school locations is the methyd for giving eon- itation" of the pattern of school location is only possible crete effect, on the ground, to all these objectives and for inrelationno various criteriaI pedagogical. ecin helping, is mentioned above, to guide the low of pupils in social, etc \\ hose application does not necessarily lead to the desired direction at the level of education at which converging ek)I1L'h.H1011C :trid that, a. result. the choice of spechilitation begins. one or other solutions ultimately depend; on the impor- here 117: no explicif. official plan in CoLnty Sligo. The tance attached to each of the various criteria. authors have therefore had to conline themselves when It would hardly have been possible to go further in this dealing with the objectives of second-level schooling, to first experimental study, Itis certain. neverthele.o, ihat anticipating a development in the demand for education formulation of a more scientific methodology for the plan- v,ithout reference to arty objeetives embodied in a plan. So ning Of school locailons does presuppose that the various this study cannot provide an example of a locution policy, factors can he weighted. so that genuinely rational choices designed to achieve the objectives, often somewhat dis- become possible, unfortunately, tf.ough. while the eco- eretlonary, laid down in an education plan. Problems of this nomic and even the social criteria can he evaluated with a kind will recur in future projects. fair degree of tc,:iirac), the pedagogical criteria remain What this study by J. liallak and J. McCabe certainly harder to pin down Iii this connexion. research into the shies bring out. with supporting evidence, is the value of planning of school location; would have much to gain by subjecting the existing structure of school networks to a ever more heavily on the findings of encifiries to critical reappraisal. and of being prepared to consider what 'dent' fy, in particular. the specific effects of schoo, site on their future should he: the study itself represents an im- teacfing efficiency, port.1.11i contribution to the methodology of school location 1 h.: authors hale also put forward the view that all planning and the will endeavour to build on this with rationalitation proposals must ;Um to improve (hi:supply in the further projects it is currently pursuing. the less-favoured catchment areas'. The planning of school RAN MOND POI rrN Nr Director. IIEP Contents
Introduction 11
1. General 11 2. The scope of the case study 11 3. The approach and structure 12
I. Background data on County Sligo 13 I. Economic and social data 13 2. Infrastructure 13 3. The educational system and use of school 'napping 14 4. Other educational agents 17 PART ONE
II. Analysis of the tirst-level school network 19 1.Introduction: school network policy 2. A general outline of the first-levelchool nets.ork 3. Analysis of enrolment 4. School transport facilities 23 5. Curriculum and teaching staff 23 6. Sonic data on costs and financing 25
III. Analysis of the second-level school network 26 1.Introduction: school network policy. 26 2. A general outline of the second-level school network 26 3. Second-level enrolments 27 4, Enrolments by ,atchment a area 27 5. Apparent participation rates 30 6. Admission and retention rates 30 7. School transport 31 K. Curriculum 34 9. Teaching staff 35 10. Buildings and equipment 36 11. Costs and financing 37
PART 4 WO 1V. The projection of enrolments for tirst- and secondIevel education, 1975i 76 41 I. Economic and social developrIent 41 2. Demographic trends 46 3. Enrolment projections 49
V. Proposals for the rationali/ation of the tirst-1v'] school network 52 1.First scheme: rationaliiation excluding the one-teacher school 52 2. Second scheme: rationalization with acceptance of the one-teacher sx:hool 62 VI, Proposals for the rationalization of the second-level school network 68 1. An ideal supply to meet potential demand in 1976 68 2. A proposed supply system taking account of the existing network 72 3. The effects of the proposals 75
VII. General conclusions 79
PART TIIRFIE VIII. Methodology 81 I. Data and information 81 2. Approach, criteria and indicators 84 3, Analysis of existing school netvsorks 85 4. Enrolment forecast to 1976 86 5. Proposals for first-level rationalization 87 6, Proposals for second-level rationalization 88
IX. Parameters in school mapping 89 I Introduction 89 Fdueational objectives and policies 89 3 nrolnpmt parameters 89 4. Supply net \wrk parameters 90
X. Second-level school size and utilization 94 I. Aims 94 2.Factors involved 94 3. Curriculum 94
4. Specialist classroom utilization ...... 94 5. Comment 97
Appendixes 99
Bibliography 109
10 Introduction
I. General nique for the general rationalization of school systems and to answer such questions for a network of schools as: how A very high degree of sophistication has been achieved many; where; chat kind; and 1%, hat cost'? in the preparation of educational plans at the central level in most countries. The implementation of these plans at the regional and local levels now poses a major problem 2. The scope of the case study for solution, There are numerous and complex obstacles hindering the The salient feature of the network of first- and second- professionally prepared central plan from successful im- level schools in County Sligo, for which the foundation plementation. Amongst such obstacles are the difficulty was laid in the mid-nineteenth century when the density of of a comprehensible and convincing communication of the the rural population was high, is its outdatedncss. It has plan, both to those who are charged with its implementa- been left behind by the demographic, economic and social tion and to the community at large, the time-lag required development of the region, thus encouraging a lack of equal to modernize obsolescent school networks and, not least, opportunity. Accordingly, the main aims of the present the level of administrative skill available for efficient im- study are as follows: plementation. I. To analyse the existing network of first- and second- This case study on the county of Sligo in Ireland high- levelschools comparativelyand,inparticular,to lights a typical example of the kind of gap which exists examine the effects of the geographical distribution of between centralized planning and implementation. Despite schools on participation, transport service, staffing theexistenceoffairlysophisticated central planning conditions and costs; machineryinIreland (which has the highest enrolment 2. To make an enrolment forecast for 1976, and to quantify ratioforfirst-and second-level education in Western and cost the requirements in the recurrent and capital Europe) and an active desire for reform on the part of the cost categories in order to develop the network and to government (with an explicit policy on school location, cater for these pupils; buildings. curriculum, etc.). the school networks in the 3. To prepare a school map for County Sligo indicating the county stillremain largely outdated and ill-adapted to geographic location of the modified network in the light modern circumstances. They are aligned to demographic, of both long- and medium-term perspectives for the economic and social patterns of the past rather than to region: those of the present. 4. And (on quite another plane) to act as a simulation Lack of effective implementation is wasteful from the exercise for other case studies to he made in the over- economic, social and pedagogical viewpoints. There is a allI [EP research project. costly underutilization of resources, a lack of equality of The studyis confined to full-time first- and second-level educational opportunity and of educational supply, and education. historical, comparative and typological analy- an inadequate pedagogical provision, especially in the sisis retrospective to 1966 and is mainly quantitative in smaller rural schools. nature, though pedagogical and ottinr non-quantitative Because this situation is not unique, but common to aspects are considered throughout. For lack of data, cost many countries. it is all the more urgent to study techniques and financing analysis is notis detailed as desired. The and strategies for bridging the gap between planning and main focus is on the location characteristics of the school implementation. In this respect, the development of de- network. Neither the 'output' of the system nor its destina- cision-making techniques on rational school location is tion is examined very closely, The administrative struc- of priority importance. This pilot study on the county of ture and control of the system arc excluded from Sligo in Ireland is accordingly meant to develop a method- analysis and. at this stage, no ;issessment of the obstacles ology of school mapping. to test its usefulness as a tech- to implementation is undertaken. Introduction
3. The approach and structure they are meant not as a programme for implementation but rather as a basis for discussion and negotiation between In Chapter 1 County Sligo is highlighted geographically the interested parties, so that decisions may he reached and placed comparatively in the Irish context through and priorities ordered. In Chapter VII the main conclusions collated data under the headings of dernography, economic of the study arc summarized. and social background and educational system. Chapters VIII, 1X and X contain the methodology, Then in Chapters II and III profiles of the school net- parameters and principles involved in school mapping and works are given and analysis and diagnosis are made of the should he read by all those interested in the practical first and second levels respectively. Internal eompitrative problems of map preparation and in the scope and limita- analysis by catchment area is made separately for the two tions of this technique. Chapter VIII gives a detailed step- levels under the main headings: enrolment: transport: by-step description of the methodology used in the case teaching staff: curriculum; physical facilities; costs and study, including details on the questionnaire used, organ- 1 in anci ng. ization of the field -work, analysis of the existing school In Chapters IV, V, VI and VII prognoses and proposals networks and the formulation of proposals for rational- for future school networks are made, In Chapter IV an ization. 1 he parameters involved in the preparation of the enrolment forecast to 1976 is made against a background school map are collated on the basis of their functional of the economic and social development perspective and relationships in Chapter IX. This chapter also includes a the demographic trends for the county. Proposals for the reference table on the pupil population densities for various development of the first- and second-Iced school networks catchment areas warranting the provision of schools of a are given in Chapters V and VI, In addition to maps giving certain minimum enrolment size, Then, in Chapter X, the geographical location of the modified networks, these there is a discussion on the relationship between second- chapters include quantification and costing of the im- level school size, the provision of higher-stage subject plementation of the proposals. Although these proposals alternatives and space utilization rates. are detailed and made with reference to several factor. Complementary statistical data and bibliographic refer- geographic. pedagogical, social and regional development ences are given in the Appendixes,
12 I. Background dataon CountySligo
EConomic and social data 2. Infrastructure
he purpose of this introductory. chapter is to highlight ) C't)/11Intillit'(1te)),11 County Sligo and place it comparatively in the Irish nation- al picture ccith regard to location, economic and social Road: 220 miles (350 kilometres) of tarmac main road and development and educational system, 1,400 miles (2,250 k.) of tarmac secondary road; bus It is appropriate first to place Ireland in the European servicesto Dublin (135 wiles),Belfast (129 miles), Londonderry (85 miles) and Gahvay (86 miles), with setting since this countryisjoining the enlarged ETC (Europe of the Nine). Some comparative data are given in (linty services to all major tow ns. Table 1 (overleaf). Radivays: Regular services to Dublin and Limerick. A gross national product (GNPf growth rate of some Harbour: Berths for five vessels up to 1,500 tons each and 4.1 per cent per year' was achieved during the 1958-69 a 15-ton crane. period. .vrport.: Proposals with planning authorities \sell advanced. County Sligo covers the very scenic area known as the Post and telephone: Facilities a le expanding fast: in the near Yeats' Country, made world- famous by the national Nobel future, automatic dialling will be possible to Great Prise-winninst poet W. B. Yeats. The county (see Map 1) Britain and Europe. lies to the north -crest of the island and has im Area of 694 square miles (1,797 square kilometres), as against 26,600 0)) ,Social and industrial conditions (68,8901 for Ireland! Demographic data in Table 2 com- Musing: Obsolete houses are being replaced at the rate of pare county ansi national figures, and comparative data on eighty per year. (forty by the local authorities and forty employment are given in Table 3. by private enterprise). Lacking mineral resources and located in a mountainous Water stir/di': All villages will shortly have water supplies area on the Atlantic seaboard far from raw materials and and sewerage systems. markets. County Sligo has many economic and social Electric power: Fully electrified: Sligo at 148 kV. Tubber- problems. Land is of mixed quality and the average site of curry at 48, Collooney at 48, Ballymote at 10 and En- farms is too small to give a return sufficiently attractive niscrone at 10. to maintain the high percentage of population (almost 50 Industrial estates: Sligo '1 own has seventy-live acres. with per cent) still engaged in agriculture. The rate of increase other sites Tuned at Ballymote and Tubbercurry. in employment in industry and services is not rapid enough (lot/mere/a/ and technical services; All main toss ns have to absorb the numbers leaving the farms and the results commercial banking. insurance and legal services. Sligo are rural depopulation. net migration (much of whichis 'fossil has engineers, architects and accountants. emigration) and a declining county. population. no.cpituls: Sligo Town has general (230 beds), geriatric An over-all population decrease and rural depopula- (308 beds) and psychiatric (700 beds) hospitals. There tion have been continuous throughout the last hundred are additional private nursing homes in Sligo Toss n and years. However, the rate of urbaniration has increased Bally mote: there is one family doctor per 2,500 and one latterly alon,tside the increased rate of industrialiration, public health nurse per 4,000 inhabitants. while the rides of population decrease and of migration LihrariA county library with 97,787 volumes (70,950 for from the county have slowed doss n correspondingly. As adult and 26.837 for juvenile reading). -There are about may he seen from Fable 3. there is a gradual decrease in the 6.130 adult and 2,815 juvenile borrowers. rate of employ ment in agriculture, a sharp rise for that in Social amenities.: Two golf courses at Sligo a use n: one each industry and a levelling-out of employ went in sere ices, at Ballymote and Enniscrone. There tire a variety of possibilities for river, lake. sea and mountain sports and ( qthern recreations.
13 Bat-Aground data on County Sligo
TAktt.t.1. Comparalise data on countriest IhC enl.kri.cd
Order of eco..(1111 004 s0031 dect.poltcn:
netio ransp , Pop 1011 Pop gross ih not \ rxr t.onsunst, sulture rote p 4,Pno iSACdt:11 COn de, et rer heofth I dud effort
Belgiwo 9.7 0.4 63.5 1 6 4
Denmir), 5.0 0.5 88.0 4 A 1 3 France 51.5 0.7 76,7 6 6 2 2 Federal Republic of Germany 58.9 0.4 78.9 2 4 5 6 Ire/on, 3.0 0,7 50 9 7 7 4 5 Ita Is 54.1 0.8 60.0 8 8 7 the Netherlands 13.1 1.1 89.4 5 S 8 1 U.K. 56.3 0.5 34.9 2 3 7
I qturc, for 1 uterphourg excluded SI it R t, l'orulatittnI N Pormtlit,on ReferenceSi TABLE 2 Demographic comparison of Ireland and Coolly Sligo, 1966-71 Ireland County Skis) Ireland County Shp,' P1pulatIon 4.'erage per annum rates per 1.006 t 966 2 884 002 51 263 olaterage population r 1966- 71 1971 2 971 230 Si) 236 Births 21.4 17.1 Percentage change -43.0 2.0 Deaths 1.2 14.1 Natural increase 10.1 9 rirani:ution rperountage Net emigration 4.2 7.0 1966 48 37 1971 52 39 SOL R(F 01 )91' r,p,l2r,0 1 tIrel,),1 )9'1 Prehm,n,v1 PC,t, Stationery Ofit. 19, I B1T- 3. Employment structure in Ireland and County Sligo, 1966-71 gro..ulture I Industry Scoiccs Number Percentage Number Pere tage Number Percentage Total 1966 Ireland 333 527 31.8 293 733 27.9 438 727 41.1 I 065 187 County Sligo 9 964 52.4 2 977 15.7 6 074 31.9 19 015 1971 Ireland 282000 26.3 328 Oil) 30.6 461 000 43.1 1 071 000 County Sligo 8490 45.9 3 7(X) 20.2 6 200 29.8 18 300 501- R(f P4r1,1U,'T ted,rnd 104.5 urt Dublin, Stationers Cati,e, jabl' Industrial 1)celopment SO Aunts, Pey...nal rniklfrial 0" Ions (',,19.em regrol, Dubbn, 3. Educational system gates; close administrative liaison is maintained yi.ith the Department of Education. and use of school mapping Teacher-training colleges and universities are auton- omous although largely financed by the state. Recurrent educational expenditures for the first and FigureI describes the reformed structure of the Irish educational system, and gives an organisational chart for second levels are almost fully state-fi nanced and the state County Sligo first- and second-level schools in 1971. also finances sonic 70 per cent of sanctioned capital expenditures. Education at both levels is available free to first-level schools (almost exclusively public). are run by all without distinction. University scholarships are avail- local managers I usualk clergy), under the direct authority able. on a sliding scale based on means. for those pupils of the Department of Education its Dublin. ti,ho reach a standard of four honours in the second-level The majority of second-level schools are private (mainly leaving certificate. religious) and arc run by their managers (principals) in Table 4 gives enrolment and public expenditure liri)ures direct contact with the Department of 1:ducation. The for Ireland and County Sligo for 1969/70 and 1970/71. remaining second-level schools are run by County or Urban Education Committees, consisting mainly of elected dele- I I nsh currency o ial to I Srlingf tt,bangt rate, July fv-2, if 52 43 14 ffickground data 0 rl C'ounts Sligo 0 W /0 30 40 SO 60 mois 20 4o 60 61)mm.. JO km fkp I 1 he Counrk I 5 FIRST LEVEL Lower stage SECOND LEVEL Higher stage THIRD LEVEL School r year 1 2 I 3 T, 4 T, 5 I, 6 .fr.-- I, 7 T, 8 T , 9 I, 10 t 11 f 12 f 13 1 14 1 15 f 16 I 17 f 18 f 19 f 20 i 21 i Age 6 i7 r. 8 9 10 11 12 General second-level schools 13 14 15 16 17 engineerArts, socialng studies, studies. dairy Celtic science studies, law, science, medicine. 18 19 20 21 22 23 24 25 26 'i 27 Teacher tratrung-second level '1 County Sligo organization chart Teachersurveyors,Professional trainingfirst higher training technic fans architects, solicitors, Dept. of Education Local authority (Dublin) Teacher1111111 training home coon_ woodwork, County Sligo Vocational I school & adult educ Sligo roan Il Regionalphys. Tech.ecL, art, Colleges rural sot, 6 schools & adultEducation cduc Committee Trade apprent & technician (part rime) First Iciiet public/ 107 schoolsmanagers Second level (private) managers9 schools AgriculturalTech. assistant Col Certificate tion Centre FIGURE I. Ireland: reformed structure of the educational system. with an orgarri:ational chart for County Sligo inset O ODiplomaD-- ree Ilockgrotokilfatil 011 Corm Slit:a \Bit 4 1 nrolments uI 1o:1,01,1.1,11( own\ 1 publie eTenduiires 191'o 't 1 PI, 1,1,1615 of Sicfhrt f .11,1101,,, I wolineril, Puhl 16. re,u-ro,t fl rityffrdit,,rc I Ir., leyel 1 141 11s 1U6 420 " 219 23911 27 i/is5 3 tits 3 Co Second ley el Prorate 6111) I)113 59t, 13 sifo 17 492 291{ 1'_aiu State co iii 4 1 354 tleatiarad 44 155' I2 I 2 1 technical t 012 '1 360 11(00 3 320 q10 Mother a! college, 14 1 733 leachertrainingflies, loch t, 31,1 eaaer trauting lsocaiitrnel,l 426 I nioersils colleges 19 122' j2,0? 5 507 2 512 2 000 115 Other 1 55r, 2,11) 35o lso 147 Office 01 the islintster 4 662 5 S'ff n : C-1 260 10. 100 12 '53 II 957 i'f,:tif.:nfag,: of ( i.9 4 1 I Iu[l here curd. Sol RI I Departr.,,t 14'1 1 headministrative structure of the Departmentof case studs, there ,irealso the following establishments Education is shown inI noire 2. Specific responsibility which are IncitedinSligo Totsw School for Mentally for school napping is not indiemed. Howcyer this tech Handicapped Children(day/ boarding, enrolment 105, nique is being used increasinglyin central educational mainly female), Home fil.conoinics Teacher-training Col- planning. The school map ysiis the haste instrument em- lege (boarding. third level, enrolment OW Regional Tech- ployed for the i.idministratke organiiation of the 'free nical College (day, second/third levels, opened 1970/71, transport scheme' introduced universally for second-leY el target enrolment 500-700). education in 1965. It was used for the precise geographical With increased industrialisation, day :Ind block release definition of second-level catchment area boundaries and of apprentices for trainingis of growing importance in decisions of eligibility on the one hand, and for the actual the county. The N,itional Apprenticeship Board (ANC()) organi/ation of transport routes and ser ices on the other. co-operates closelywith the Fducation Committees For Sinice then the heen used moss: and muse Fuss the organiiation of training in miime of the nimUce, planning the introduction of reforms, rationali/ation and school-, ,ind at \pprentieeship Training Centres elseYY here. the location of Schools in a co-ordinated way. It is not as Responsihilit2for conducting day and evening voca- yet. however. an Ofri:i.11 mandatory instrument or imple- tional courses for agriculture and home management rests mentinion mainlyyy ith the County Committee of Agriculture, al- though the Education Committees also participate in adult education in this area. 4. Other educational agents Other educational and recreational courses are conduc- ted by the 1,ducatimt Committees, University College. Gal - In addtlton to the first- and second -leY el school netyyorks, way (University of the West), and numerous voluntary proyiding formal education, dealtty ithin this oreani/ations. I7 MINISTER HEADQUARTERS, UNESCO, NAT. LIBRARY, NAT. GALLERY, MUSEUM I PRINCIPAL HIGHER EDI?: 4,10. N, CONCILIATION, ARBITRATTr FILMS PARLIAMENTARY SECTLET AR Y HRESEARCH HPLANNING PRINCIPAL SECRETARY OFFICER OF EDUCATION PHYSICAL EDUCATION PSYCHOLOGY, INSPECTION PRINCIPAL PLANNING,PROGRAMMING,BUDGETING OFFICER HASSISTANT I SECRETARY PRINCIPAL ,....A STATISTICS OFFICER HPOST-PRIMARY BUILDING PRINCIPAL IPOST PRIMARY BUILDING OFFICER ARCHITECTUR ACCOUNTING PRINCIPAL OFFICER PUBLICATIONS (EDITOR) POST-PRIMARY SALARIES HPRINCIPAL OFFICER POST-PRIMARY SALARIES POST-PRIMARY EXAMINATIONS ASSISTANT PRINCIPAL nSECRETARY OFFICER POST-PRIMARY RANSPO T POST-PRIMARY GRANTS IPRINCIPAL FFICER IN-SERVICE TRAINING PRINCIPAL PRIMARY BUILDING OFFICER I PR) IMARY TRANSPORT ASSISTANT PRINCIPAL '"..7 SECRETARY OFFICER PRIMARY SCHOOLS ADMINISTRATION CURRICULUM, TEACHER TRAINING PRINCIPAL OFFICER INDUS TRIAL SCHOOLS SCIENCE CURRICULUM, EXAMINATIONS PRINCIPAL OFFICER CURRJCULLM, EXAMINATIONS CURRICULUM, EXAMINATIONS I CHIEF PRINCIPAL INSPECTOR OFFICER SCIENCE, EXATAINATIONS .0400t. LIBRARIES, RECORD CARD', PRINCIPAL OFFiCER F , SPECIAL SCHOOLS, RE 'A...RC II ammoIJ E XAM VIA I lOrIS, IMP+ ER COURSES I FIGURE 2. Organization of the Department of !Education 18 PART ONE II. Analysis of the first-level school network 1.Introduction: 2. A general outline of school network policy the first-level school network lierOfe describing the existing net \I. ark of tirNt-lo, el schoca, Map 2 shoyYs the network of first-level schools in 1970.'71.: in County Sligo. current Irish 1/0110 on school location can The pattern is that of many small scattered rural schools he outlined as follms; declining in enrolments. and a small number of large turban 1.1 he location of sehook is subiect to planning perm sion schools 1\ ith increasing enrolments. mainly in Sligo TovYn. front the local authority 1 he characteristic of this distribution is explained by 2. The norm for the minimum enrolment site is sr veiny - demographic trends since the netY ark tams first established five: smaller schools are to be phased cat. tunalgainated in the middle of the nineteenth century. At that time the with other schools or enlarged to reach this number. population oats three times its present site and wars over \ school ssith an enrolment of 300 -.400 is preferred, St) per cent rural. Since then, hoxever, the population has yxith one teacher per grade and a non-teaching princi- fallen steadily yyith continuous rural depopulation, migra- pal. In urban areas no maximum sire is s:t. sire and tionand emigration. The population decreased from loeatioa are decided by the density of pupil population 71,3Sltlin1926(w, nit' 21.5per centurbanisation), to and the availability of sites. 51,263 in 1966 (yith 37.7 per cent urbanisation): the papa- 3. 'FO centralise consolidated rural schools in a village iith lation in 1971 stirs 50,236. groyyth potential, and hay ing the required infrastructure Ithotigh tYYentt -eight small schools have been phased (e.g. cater, seyerage, accessibility ) and situated as near out since the mid sixties as part or a rationalisation pro- as possible to the 'centre of gran itsin enrolment terms gramme. seventy -six out of the present total of 107 are still of the combined school areas. helotsthe national enrolment -sire norm of seventy -line 4. When phasing consolidation. to talc existing accom- pupils. Consequently, one of the major objectives of a modation and facilities, and social, cultural and religion, future net \\orl., rationalisation policy would scent to he traditions. etc., into account. to 'consolidate' these remaining small schools. fo increase for reduce) the pupil te teller ratio towards the national Nam of 35.1. 6.Detailed area and cost standards are at present being defined;itis recommended to pros ide a minimum of acre for a txo-te,tcher school. ss ith greater areas for larger schoolsIh : norm per pupil-place is 15 sq. It 14.40 sq. ni.) of teaching area and It. 13 sq. m er-all; minimum maymium 600 to 725 sq.ft. per 1 1. classroom )15.67 sq. nliA standard classroom ,tio. Id banefortypupil- places tsith one teacher per class-- 2 11 ,h ,u41 he noted that there reoal for Inell.111, handicapped hJdrsn ( ,egg 11.,,c ricer Sir ToAn ,h1,11 is Cr ,,1 hi the 1 ,1 Sage,c. Order 1'00M, In 1,0-11 'Icrlro:mcrt was111, ALihIig,r1 hk.ardcr, it girls end lice ho, Il1111/ he of interest to examine the tittle divergence nl d r,isis I he DOr I rt r1Crl I Own Jed theDcpsihmrgri existing school, from these criteria laid ditnAn lis national f I leallhp'un't, the ...,sear:. t, rr ,1.10,,,r1, L..urc 5,1, the.,h 41cccli eel cdo, snarls policy 19 Map 2.First-level school network, 1971 1. irst-Icycl sL:hool, hi i«ict gir's Comity 11111 tip larst-lo el school, ho, Only First-loci school, girls onl, school, proicstant aIN Paa a Marl.1411 rtxr.1-imu18.""" Cat, rose. Iar10 6.hiru01,15 NMI An explanationpia of the catchment area codes is gien in Footnote I. page 22. Ic S5i3M®583F C.i')354 ® 534F ®114M(f;216F (A`)511V1 ®112F ® 4 9 (?; 14 OP 042' C)105 032 BS A COL LOON 27 I 1 r;) 26 50 51Ct, RS TOWN 6 / CL 5 ,)18 24 Cur .00 21 Puri one I S ,L11101 i tI mendr,...t amid 10I,11 VI1r01111Q11t. 19711 401 IIM 1 ol mm \ II \ It ii if if F II SI lit 1 3 15 3 243 11\1 1 1 2-1- 1 14 745 I( 121 r .211 I 152 15 11/40 ( -1" 111 1 S6 1 135 5 351 1K 3 is 4 159 157 12 (03 115 BS s 163 10 570 ( S .s6 1 '(1 I 56 121 15 661 (,R 53 196 1 Iii 10 457 1,1 I I 9i) 5 0; "11 25 21 I 1st) t 1 11)9; 912 14 I d 3 1 6's 107 7 9';--1 I Ii . 1 tOk,(,,t1... nurn',cr If ,,nool, enrolrncnt Nn1 Illi I !(!,k1 ,{,11111,t, the ir,n1 fli +ill 11.1plurSlim 3. AnaNsis of enrolment betsyeen catchment areas. In this respect Table 7 does not. in fact, reseal anr d1,41110 trends but this may he because I able 5 shovs the distribution of the schools h enrolment the data cover both large and small schools. and by catchment area, tIme kr st.11001s, ES\ CNAIS per cent 1 [hoe an enrol- I11-III Grades I to VI tirst-le el ti.ris, 1966 67 -19'1171 ment of o,er 1,)9 and account for almost 50 per cent of Si 1,767 I,TAIr I Or 1de I! IirAde 113(.1.3de IS (Lid, lirst-lo el enrolment Io, c of the so, largest schools are III Sli!.(1 n and three or these h.o.ein enrolment stir ol 51 399 355 35 352 43' .338 01,A pI(p)IN 051 97 loo In3 11>5 51 93 I iiNt-lc schools Itaxeolu mit arr kti,.dergarten classes U.- I..,,0 144 143 145 14s 104 for 4- and 5-ear-olds,I he pre-tirstdevel apparent enrol- I C 04 59 (In 01 44 39 ment rate increased from III per cent in I to Si 3 per cent I K 1114 In lol )1, 74,, (3) in 19.70. d:',,,un! !he n:41,,ondi weredse iron? f4)...i per cent OS :s2 73 74 77 01 on 1 K 74 711 05 71 53 4s to 71, 7 per cent.' 71 -I able nitiaire s pre-tirst-leYel participation b catch- 4. 1 59 71 73 57 94 li 1 45 49 57 50 39 36 ment arc,' and a sido range can he ohsers.ed: for 4-r cii- (mm Slim 1 059 1 022 1 035 11)03 1 013 975 olds the rates range front, 27.3 per cent to 83.7 per cent, and for 5. ear-olds from 35,0 per cent to 100 per cent. /his raneT I ',In, .11-4,; notii 0'11 4'44 19 f t ` 1 1,',A,'Ill,,1 n 1ST) .e All ml I,,,L K[ H s,direlliS). 1K (1,1-ge;(,kr ( ft. I 1 i^d (/ 115 Sm 2 1, r 15, 1, S.: I othcr ,r .1r (ii (Ii t ,R ;1 '1, ') n`k.rer,e re sn AH I.4- +IIrC ,+' +AS IL< 1.qco ( 1 11)1111 I,- "II If fl` se it LIi (1,1 1) 45 S lo 15 Bett i.1tt1IS I lov, 1Ihti: tor utt,ints soul .gt,,,r,;,I III(r,Ali; A NA1111-11: cation and is reimbursed directly by the Oepartment for an of 10: \11th an enrolrilirtii or Is:ss 1)1.i:111ns amount equal to the alt 100/ cost. increased by. a negolirned ItJADIs IirAdtI t,rtde II IirAde III profit niargin. Table 9 describes the transport conditions in the serious 1900 0' 14 21) 21 20 catchment areas. Column our .bossy that in certain areas 190' 0. t8 I" 21 21 (s Lc, Bs arid OR) only about one pupil in live lives over 1908, 09 19 24 17 2ii 1909 "I) 3z 15 Ii) tsso miles from the school, as against one in four for the 19711 '1 32 l' 20 county as aNs hole, and nearly one intssu in the (fl ea t.Thment area. the percentage of pupils using free school transport 4. School transport facilities saries considerably by. catchment area. In this respect. arid Cl. scent SOIlleMlat diSalhalliaged as only 23.2 per By current regulation. provided a minimum of ten pupils cent (Flo and 25.7 per cent (C1.) of pupils living over tsso init school area are eligible. free transport is available for miles assay have school transport services available, students between 4 arid 10 years old lk ing over to miles The case of Sligo .Fossnisclearly exceptional since from the nearest suitable first - level school, and for pupils public transport facilities are more readily available and user 10 years of age rising more than three miles assay.. there is also more resort to prisate means of transport. Should a school he closed down. all the pupils are eligible In total. only 35.7 per cent of pupils lining over too miles f or free transport to the consolidated school, lAceptional from a school are us yet actually provided % Oh a free regulations arein operation for transporting protestant transport sersice. This fact is borne in mind sshen making pupilsssho ssish to :mend schools of their (M11 religion. proposals for rationalization of the existing school net- '11. he national transport company. operates the school ssork. transport scheme on behalf of the Department of Lei- \ '0 Pros 1,10.1 of first -lcsel tran,port c.itchmerit area, 197u'71 0,:r 2 miles raJA Pupd, Ner,ed h, school bus Per,emIge icrocn; Age 110 under 0\Vr I otAl per nr,rrent rn:le, Nurni,er Pc %enlace Order \ umber Per,:erldge Order 2 miles Order rules pupil SI 3 244 051 21 40 4; 21.4 S 335 2,3 BNI 74S 00 27'4 34 4 1511 -0.0 2 59.0 3 239 1.0 IC I (WI 67 343 33 5 179 17.2 3 52 2 4 237 1.3 70 I(.1 351 Sir '0 Si) 13,1 5 0.5.5 2 46 0.9 IK 013 65 211 35 3 49 S.1 s 2.32 9 103 2.1 BS 5711 22 tt 69 12.1 38.4 o 73 1.1 9 457 So So 13 71 15.5 4 Ii)).)) I 75 0.9 601 1' 245 37 03 9.5 6 157 7 2+5 11.9 GI 2sh 134 47 07 23.4 I 50.o 5 42 11.0 ,0 90 38,7 101st. 73 2 12s 27 544 10 1 2115 1.4 NC l I i l t 1; It r 1,7"A .10 5. Curriculum and teaching staff pupils.Itis of interest to note that the recommended national standard is 35i . The tirst-les el curriculum is common to all schools, It is of Small schools are seen to have more unqualified teachers interest to notes that a major reform is noss being under- and very loss pupil teacher ratios, and both facts constitute taken. aimed at broadening the curriculum and intro- crucial arguments in favour of the consolidation of the school netssork. ducing more practicalsubjects:arotating curriculum 1'01,100 s> stall is 11,,o being introduced, A tabular fist of :ill schools by name, classified bs catch- The teaching staff by catchment area and school .lie is mein area :Hid enrolment sire (.1,ppendix 1. klhle'; 5 and 6), shoes it1 .cable 10, Out Of a totalor2-15 teachers, inns also gives detailed profile Of each school 51-1(1\1, 1971 tssenty -one IS per cent) ere unqualified.\ mong the quali- enrolment. rate of enrolment arid of population change in fied teachers- OR are religious, ofshoot forts -one :ire the school :trey1'4)6-71: area of grounds: rumbler of sisters of various orders: thirty -eight of the total ssorkin classrooms, year in 1\ /11:2l1 schools 11 ere built, renovated. Sligo fossil estended or consolidated: iirld the iisailability of ineeh- I he smaller schools ( \kith enrolments of less than 1(I0). ameal services.t hese pr( files ;ire a fundamental source of Much ,recount for5t) per cent o1 the total enrolment. irilormation for the preparation of the rationalitation pro- employ nearly HI per cent of the teaching start.I .nquali- posals. lied teachers are found in the smallerschools. I he as erage pupil teacher ratio for the county is 29.1. i PI:re ,re cd late Oct IntheI reggII ,.,es,h +,1fortr,ce, I his ratio sane. from thirty-nine for large schools \kith 11.,rdh.dppe ,h1ldren iceis and tun re11011,the p,,rd.',her r,iro ,5]5 I r td. A; r, I t Ir. r-c ,..,,. 6c...re,e,r1 .; cgs h!ire, user 400 pupils to seventeen lor schools of less than Chlit 23 Part orie I5 Ht t 10 I 1,9;511 tt:,i1,:herr,Oioand15,:ro:roags: f unyu.tl111cd leaL.11ersh) eatChtil,:rlt area sfie. 1971 I 5,1lici r,(1 1u0 . 1st) 4101 44, !MAI SI II Si) 7115 57'0 1 625 3 244 It it) 14 42 92 2o0 25.5 30,0 335 411) 391J 35.0 I) (1 (1 Il 1 121) 54 24' INS 109 745 7 4 9 3 29 17 21 31 36 25 ki 111 25 11 I) (1 15 I(' A t 21 55 471 211 152 1 040 9 4 S 5 43 13.5 2S 2(,.5 30 24 kl 0 1) 6 4 0 2 1 47 113 56 135 351 2 4 4 13 23 5 .!5 25) 33.5 29.3 25 (1 7.7 IK a 45 I5) 603 4 6 25 25 5 12 '16 31 24.1 0 14 16 11) Sl 115 55 225 5711 5 h 5 5 21 16s 19 12.3 32.6 272 5)) (1 Si) 25 71 196 83 105 457 3 1) 10 3 4 20 17 7 e 24.3 1') 6 3 22.9 ti 1) 0 5 a 206 162 56 121 661 12 3 4 29 17 1T1 21 5 2s7 31) 3 22.5 l 16 0 0 I 29 167 91) 256 11 14.5 30 26 d 50 166 31 27.3 1 093 115S 594 1 614 7,, 1 628 7 990 1i 41 46 50 26 51 19 42 275 ( 17 ..) 31 1' 35 39 29 I) 15 11 S 12 0 0 S 1 11,10,111fied teadters 4 3 21 clroIrrt.nt purmi 1c1,11cr r 1,10, d r-er,cwage Ica,hers breal;()\;11by age and condition sltov.s that the respect, mixed schools requiring separate recreational schools are relativelyoldand ill-adapted to the reform facilities forKoss and girlsshould have relatively more CW.asaged, although many- major e;tensimisand reno- area p:r pupil. "these factors must he taken into consider- S n ion; have beenmade recently.Latterly. increased ation (11 in the preparation of rationalization proposals use of pre-fabricated buildings is evident. to improve the presentposition. (21 to prevent a %.orsening A significant finding from the questionnaire concern; the situation in eases of amalgamation an 3) tohave adequate area per pupil and the relative site of schools. While it is sitefacihties for the effective introduction of the reformed not c5pected that areaper pupilshouldremain constant curriculum mentioned ithove. with increase in school site, particularly since the Iiirger ,'cachingarea per pupil varies across the county from schools are f11;101itlocated in urban areas %; here land is (5 sq. Ch ( 1.40 sq. nt.) for the large, modern schools in Sligo scarce, nevertheless there is a certain desirable minimum ToNk lito :k(i sq.n.(2.80 sq. ni. for small rural schools. unit per pupil for the provision of adequate recreational Space utilization rates. i.e. the ratio hettkeen enrolments and cycrinlentaf incihtics. Atpresent the area per pupil and the ntutther of asailahlc pupil-places, varies from 97,5 is below the desired mininmin in mans instances. In this per cent in the large schools in Sligo Town to 24 per cent in 24 4 nolido of the tirt-level syholf/ neiKork small rural schoolsan additional argument for consolida- financing on school transport which averages nationally tion. at £25 per pupil carried: for County Sligo for the year It ssus also obSer1ed that: ending 31 March 1971, again excluding school transport, I.Central heating and piped water systems are better the figure was £55 per pupil, of vs hich £54 went on teachers' dei.loped in larger schools than in fll soh salaries.: 2.There is more teaching equipment and ora better quality ()lilyS44 of the total of 7,990 pupils (10.6 per cent) in bigger sehoo' had free school transport in 1911, at an approximate cost of 3. Maintenance of the building and equipmentisless £21,100 using average figures. "thus the total unit figure thorough in small rural school if public financing per pupil in County Sligo, including 4. School libraries are generally not w ell developed and the school transport, was some £5S. i.e. £54 (94 per cent) on stock of volumes is meagre: teachers, E3 (5 per cent) on school transport and £1 (I per 5. With the exception of the use of some rural schools for cent)onother expenditure,However,these average adult education classes and local meetings, there is figures must he treated with caution since they hide the little community utiliiatlon of premises and there is no range of unit costs between small rural and large urban ssstematic policy for the intensive use of schools. schools. liven the average national transport cost figure of £25 per pupil carried gives little indication of the range of unit costs, as it covers a variety of modes of transport 6. Some data on costs and financing private car, minibus, special school bus, public bus -and does not isolate the higher cost of travel for sparsely A recurrent cost analysis could not he undertaken since populated areas. data front school accounts were not available. A fairly close While the transport costisfairly substantial, never- estimate of unit costs can, however, be obtained from theless at the present level of transport provision teacher linaneing figures since the system is almost wholly state- cost per pupil is still overwhelmingly the major item. caus- linaneed and total expenditure equates approximately with ing unit costs to he much higher in the smaller schools \kith total financing. relatively lower pupil teacher ratios.It also scents that The salaries of teachers in public schools' are paid by further public expenditure is warranted for items other the state, which also Finances school transport and sub- than salaries and school transport. sidiiesother non-teacher expenditure suchas main- Finally. about 70 per cent of capital costs are state- tenance. class materials. textbooks and equipment. There financed. the local community. provides the remaining is no local authority financing of first-level education. finance. There are no tuition fees ard, although there is sonic voluntaryprivate financing in cash and in kind, this is relatively unimportant. I 1 he reare,lotpet en} prva!e tirside,c1 schoolsin Ireland and none en County The current public financing of lint -level education in DcparLmentofF. dc.alLoriNtawiL, andkriItiP suney,finanilrts from Ireland in1969? 71) \S OS per pupil, excluding public pro. arc coerces isof coule, 3150 elduded 25 Analysis of the second-level school network 1.Introduction: 2. A general outline of school network policy the second-level school network Before proceeding to analyse the school network for Niap 3 shows the network of second-level schools in 1970/71 second-level education in the count! itis necessary to by catchment area and type of school. define the current policy on school location.his policy the propwed structure for the second-level educational may be surnmarite,; as follows: system shown in Figure I, page 16, with a unified system I,Vile current enrolment norms for schools providing comprisinggeneralsecond-levelandcomprehensive both the lower and bigher stages are 400 and SOO schools, is not yet in operation in the county. for rural and urban schools respectively. The norm There are, in effect, two systems operating side by side. for the maximum site is 1,500, Therere nine private second-level schools under the con- 2. Existing schools ',kith less than 150 pupils in regions of trol of religious authorities, one of which ISummerhill declining population must either be closed doss n or College) could be termed comprehensive in terms of amalgamated with other schools, In this respect, co- curricularalternativesprovided,andtheremainder ordination is encouraged or private and public schools ge. _awls here are seven vocational schOols under the and of general iincl vocational schools, as well as co- control of two vocational education committees, one for education. Sligo Town and the other for the remainder of the county. 3. While no upper limit is set On the area of school grounds. In the latter case the emphasis is being changed front itis recommended to prov ide about ten acres for a vocational training toa comprehensive curriculum a second-level school having lower and higher stages. change hampered in some cases by the smallness of the 4.In developing urban areas planners provide for schools school:. to cater for 1,600 secondlc),I students per )6.000 of the Whereas the network of vocational schools is of' rela- knit] population. tively recent origin' and until recently only provided a two- 5. A recent ieform has upgraded all vocational schools to year lower-stage course (with very lowfees), private enable pupils to take the same 'Intermediate educationis of earlier origin and has always provided ticate' as those from general education. Sonic other the full five-y car course. Before the introduction of the large vocational schools have been upgraded to enable free secondlevel education scheme in I968, fees charged their pupils to take same final examination as stu- in private schools Were by no means negligible. dents attending general educatinii schools, l'he reform or rationalization programme introduced 6.Itis intended that second-level schools should function in theI 960s sought to unify these two systems, and since as community schools, cos cling aspects of specialized ..)65 all vocational schools in the count!, 11 ive offered the part-time education, adult education and other related Cul! three-year lower-stage course, while sonic larger community services. Vc,c3lior0 schools offer the complete loss er- and higher- 7.1 he building and location of new schools and extensions stage courses. arc. of course, also subject to planning permission Itis to be noted that two small schools, one in IC and from the local authority. the other in f.C.= have been phased out and the private Again. was for tirst-level schools, upon closer examination and vocational schools in Gorteen have been merged into a wide divergence will he noticed between these national r" 1 ,f ;41, criteria and the reality of the existing network. C nlann Ss, ,51S.la 4,1a IC Ianda.orball.t 5 JthonAlS,1-loot ti CI irrals i1 !of the' vecondlel el school network single school as part of the rationalitaiton programme. private schools remained almost constant. The percentage .Vi-vertheit.v.i, only two chooh in the L'ot0111' of day pupils increased front 79 to 55 per cent, notably the :.-e 101/ilard tor the countr 1400[o 1.1)41 pupitan,' ibe,t, because of the introduction of afree school transport are both iii S I. Furthermore, four schools in GR, G 1( Nehenle. and hate ,in enrolment of less than 150, i.e, below the A breakdown of enrolments between haver and higher min MUM set by the authorities,. stAges 1"C1 cal% the latter to have increased to 2') per cent of total second-level enrolments.,A breakdown h) se\ show, that 58 per cent of higher-stage enrolments are girls, 3. Second-level enrolments as against 51 per cent in the lower stage. However, the most interesting data for the study of school mapping 1 able II sunlit the enrolments by school and catch- concerns the breakdown of enrolments between catch- ment area in 1970.71. Out of a total of 4,(X)7 pupils, 2,079 ment areas. over 50 per cent; attend fine schools in Sligo Town, which vary in enrolment sire from 193 to 654. The other eleven schools are scattered throughout the county and are 4. Enrolments by catchment area or smaller siie, i c. 115 to 265 pupils. V. 'di 68 per cent of enrolments. private schools accomit As is shown in Table II, enrolment conditions vary sig- for 2,755 pupils. In addition, 85 per cent of all pupils travel ndleantly by catchment area; especially noticeable is the daily while the remaining 15 per cent are boarders in four fact that the higher stage is much more readily available in schools inSligo Town and Tubbereurry, A breakdown certain areas, particularly. Sligo Town, of enrolment h..,sex reveals a slight majority of girls: Itis also evident that private schools play a much more 52 per cent of total enrolments, important role in urban than in rural areas. There are four :\brief comparison between the enrolment figures for essential reasons for these differences between the catch- 1964;63 (prior to the educational reforms) and 1970171 is ment :areas,namely. of interest, (a) Pupils still generally prefer to enrol in private schools 1 here was a large total increase over 47 per cent, from providing general education and leading to third-level 2.717 to 4,007.this increase originates mainlyin the education, sincevocational schools, which provide higher stage\S MI 120 per cent increase as against just I 0 ,hould thuizn 1,01 A rte,.Itcioont1 30 per cent for the lower stage. The proportion going to u.i.orer,ed ir1 Skgo WI I 1 Sik.S01i1-1,:S el s4:110)11, by enrolment and catchment area. 1970 71 11 ihu 10% 13,r,1 11.k II ( 1.0 %, 13,, eie 11.1 0,1,1 Suinntirlffil 126 44S 1,5,1 53 236 136 134 2741 11)() 172 4.42 (meat 255 258 131 131 359 17 39 ti S.:11 -40 154 I i 14 39 193 al iona1 S. h. 219 us 287 71 12 84 371 500 16I 173 1 417 2.;(, 221 '17 66' 3979 11\1 112 14 55 167 \1 >c,tli,mat Salt. 11)8 139 18 21 39 178 I41 107 40 :4 148 \laima. Lon. 109 0.:ationdiSr h 55 III? tI 23 110 !telt n.1.1 10-1 I7s 33 :4 87 265 14..9 .211 445 49 In.) 32 1S5 6311 I (' Tv.,mt 134 la 49 197 I K VoL-atiorkil Sclt 155 Is 19.1 s .11 05 \kr,, (1.,1 136 12 17 18(, 11 (R 0..attonal 4)) 115 1;3 ( 1 .,11okal Ss.h ss 4s Ill III 143 (II cettoast ti,..h 4s 13 :1) 3,1 118 1111S1 1')-1) 1 291 1 1'4 1111 .224 192 526 97 141) I155 4 01)7 st 190s 1,') 14'6 211-4 2 "'v.' 17.; 3111 125 890 3 64.: 101 Si l'11 0; S19 1 0112 1-1) :02 2 191 MI '06 91, 119 524 _.: 717 F1,1,w, 27 Map 3,Second-It:se, school network, 1971 Junior centre, nil Comity *tip '00e 1 maw Science r034, it usmess studies 1. 1..,) I echnical mum:mg:at:4Rd' Cie tientlsoeial C.1,14,,,s1 Fed tittlie) boun,Idres Commercial training' Boarding N1 boys: F irk. l' protestant 9M ? K,k,r1,1rp y 4 -this t:oure emphasties the practical side of pre-employ- ment and does not constitute the lull business StUdie 29 Part one !ABLE- 12 Appaient participation rates (percentage) in second -level schools bt age-group and catchment urea, 1970.'71 13 14 0 15 17 171 15IS' SF 65 135 129 134 99 73 24 81 II \t 24 54 96 90 51) 16 65 I 19 69 55 91) 75 31 9 52 -7,1 1.(' 71 71 5(1 57 40 16 57 1.K 13 41 45 54 43 19 5 31 IIS Iii 51 71) 54 45 34 11 37 GR to 35 39 53 46 23 26 CI 16 45 49 65 41 5 2) G 1 16 56 Si) 56 26 12 43 (nevi 34 54 95 45 14 55 I .s reiflIgftsfe rot `,C11'...,Wp.p{, Silt RCL D7rarsioellf off du:Afton Pala and cal,ulaffons reora estoflaled 19'll population. hase,lou Annual isIrthsues liefrid mIgratIon rates more practical instruction, are often ;mended by pupils because these relate to the higher stage, \\ here participa- desiring early entry to employ ment. The continuance of tion rates are appreciably smaller than in the loser stage. higher-stage studies is especially attractive ki girls in The participation rates in -Fable12 .ire better under- urban areas. stood \\ hen account is taken of admission :mil retention (t-) lhi. rt.forni introduced a few years ago to compre- rates. hensiyise the curriculum and equate the Iv\ o systems (public and private) has not yet had itsfull impact. Public schools 'a ave been providing higher-stage educa- 6. Admission and retention rates tion for only a fey: years. (e) Employment opportunities are better for boys than For I he current regulation for admission to the second level is girls. sshich partlye \ plains the high participation of that the pupil must he 11 scars S months old by I September the latter in higher-stage education. and must have completed Iirstlevel grade 6, Admission ;wt.! iligher-stage education ssas not :Lvailahle in the lik, CI. has decreased since the introduction of the 'free transport' and (1R catchment areas. explaining sshv their partici- scheme in 1968. Table 13 gives estimates of the admission pation rates iire smaller. and retention rates by catchment area Itis seen nun in most catchment areas the admission rate.; are about unity. This is true in ST. Mt. h(', FK and 5. Apparent participation rates RS,indicating thatentry to second-level educationis almost initinnatic.-1 he low admission rates in CI. and Ur Table 12 gives the apparent participation rates by catch- should not, however, be considered as implying an ap- ment area and age-group in second-level education. 1 hese preciable difference in these catchment areas, as many of rates are negligible for the 11-y ear-old' and the 19-y ear- these pupils lease the county after first -level education old age-groups. and has e been e \eluded. The figures relate to attend schools in the neighbouring county catchment to the 12 to IS age-groups and slAs:731de. any III'S! level part iu area of Bol, IC. slip:1(1On for these age-groups. T he figures do not allow for 1 he particularly high promotion rates for first- and the :no\ einem of pupils between catehniiint areas. "1 hese second-year pupils are also caused in sonic cases by move- movements are quite important. iv ith large flows towards ments hetsseen catchment areas. Particularly noteworthy ST, especially in the GR and ('IL catchment areas. and 'with is that sonic pupils enrol for their second year in a voca- !lows toward, FC ;Ind RS in L.K. Nor does Table 12 take any tional school having attempted a first year follossing the account or pupils from other counties enrolled in County rnore general curricula in ST schools. Sligo schools (about 401)). Accordingly, the rates areover - The sharp drop in retention rates in some higher stages estiniates.particularlyforSligo tos n, and for those catch. is explained by the fact that many pupils, especially boys, ment areas shere higher-stage education is provided.' enter mph:13.11ton at the end of the lower-stage course, Despite these major provisos, the figures in 'Fable 12 and also that sonic schools provide only a one-year com- clearlyillustrate the differences in the development of mercial training course in the higher stage. Furthermore, particip,ition by catchment area and age-group. the higher-stage course has been introduced only recently For instance, for the IS to IS age-group as a whole, he in the vocational schools at -1-C, liN1 and 1K. low rates for 1-K, CFR and Cl. contrast \sill) the very high In short. the figures in fable 13 reflect a number of rates for ST and 13M. !loss eser. the gap bets ten the lowest highly comple \ factors, \shieh arc not necessarily Assays rate (26) and the highest rate (57) is not quite so \side, permanent in character. -I. he main factors concerned are the former is an underestimate and the latter an over- the migratory movements of pupils and the availability of estimate. Nevertheless. these figures are a significant indi- full and diversified second-level education. Clearly., under cation of inequality. these conditions, the urban areas shots the highest partici- Comerally, hols ever, participation rates in the counts :Ire quite high and reach a inavimum for the age-group 15. 1 sine most of Ms group tomes under hot le,cl educahon r .f he stri,tl correi:t a Wstinialon should haft been drassn between ion Rises of Rates diminish fir the 16. 17 and IS :1,egroups. mainly It...hrlent Ares ill for the hoer sfsge and ifs: 4, the 5pgIscr .bags 4nall!il 0, the (1'0,144/40E1 s,hool1414iirk I %tut 0 \ pparent admission .111L1 promotion (retention) rates for the second lesel. 1971 I14'0 ,I 'I 1 lIr9 19"o'I Kite I /to/"i) Rate 2 "is Kate 14i4 It lie 41969"n1 Role S I 4 421) 144 279 SIS 1 01 49 I 439 I) 90 39s II Sf, 294 9; _ 61, 71 ,1 ,4) 75 ,k, 0 95 055 0.28 5.1 1)41 Iii I43 127 05 s2 11,6 151) () 9.1 149 II90 14s I) SI, 0 3 40 45 I 41 4.1 19 4-1 5o 0') Is 11911 47 0.'14 1s os lb 1 s5 02 II i \r, Ohs o 91 4s Ii s5 11 0 7(1 0 -16 I4S 32 IS 0 91 4 45 46 Or 057 IT t') 21 sti lb ni7 (1 k 11 11 '1 33 103 0 69 ,s0 0.7,1 40 47 SI 10 6 1)50 095 58 \t, 42 o 24 11 11 30 23 19 0 to) 45 (151 34 n 50 21 0 67 I i2 I)9*; (.iiSItgo s52 094 429 1 120 It 92 051 0 95 940 0.90 0.81 559 0.78 SOL RTI- Deeistruncni of I dusithon Osloher 1,its and I chruan cen,os pationadmission and promotion rates hecause the full of their school, this percentage is signilieandt correlated highcr-Ntoe course h,is bi:s:n allahle I here for ;1 number to the 10.4:1 ot orb:int/alio!) in that catchment area. of t ears ,ilreads. -t his inap ulso illustrates the main movements of pupils inall . ass ith first-les el enrolment. the conclusion in to their schools and also betv4ecn catchment areas. Move- educational planning terminology,is that the cdricati,olai ment from (i R. (I. and RS to ST, and from 1,1.: to L(' and a/74'w\ determineI lie I HS. are particularly notcorthy as these are mainly flows from catchment .tress \shich offer (or used to offer) the kw, er-stage course only timards those offering the higher- 7, School transport stage Coll SC, Ilossever, inovC111CMS of pupik arc also due cc earlier enrolment traditions and to the attraction of It k \ Cr) dITFICillt to describe a school transport S.N SILI11 III Sligo Toss n as the county capital.' detail II1101.11 losing claritt si.hat is gained in precision. current regulation all pupils sho live over three miles tilysis has .iccorilinglt been confined Plaintsto the eaminalion of the origin and movement n of pupils. es- I I th'u ld also he added that thereissonic mosernent in both diresIions or dd,- suig.. 4,1 rICTY,011ring,11,1f1111., 1 has boa' .14 pecialls ;is a function of the three-mile ltiil hetsseen the II ihe net 1...,11 of ib is .t.1,,011I,it :0e,hC Micro is .11.0 home and the school.lap 4 shims, beside each centre, 101 irth.r cr.,cric,1ol ha oder.I heriot blare 1,1!",Oirki,r, ha, hcr hl 411) ih,hliorhd ,r11- ruth Si rands intine 1,unl,12,0 it the percentage of pupils \\ holi, cstthrni three-mile radius Jr, enrolled in She, loan N iii F area ino,eineni. 19'0 -1 - - To Si i 1 T4 I 11 T us I To I;f2. r(! I all Total hi 1 NI NI SI F N4 1 st F SI SI 4 1 1') 1 11 21 (,4) 3s 2s 4 lii 32 ',Q 1, 02 'f ' i3 s 1 - 15 I s 1 II 17 iik, I I) if, ii) 11 I I- 11 30 21 1 1 s1ii!.11 ! 1 II I ar . 11 121 s.5 I) 5. 1 4 11 -9 115 31 Map 4.Percentage of pupils who live with- in three miles of their school, and themaininter-catchmentarea Countp tiço movements, 1971 It) II30 0\er 'Null I he thiekne.. the equotlettt to the mint- her, tr,telline. 5 16) 16 20 1 -_ 32 33 Parl 0,11, \ t "1 SCik1I4d.k \ ',011/01tf.1,11,11011 by 11,11,,1(1,..',14,:hroc.n1AN...A, 19 it 71 1.- 11. I Ithcr , \ I 1, SI Surnmer11111 4-; 1,09 4,s4 71 12' f4; '4' 441 Ir,illine Con, 214 4 42 1) t, Slcr., Con, ts 41 4, 25 14 9, rr,1111111.14 `.,h 4' I) 44 1-1 oc Scht,t,i II t' 21 IiIf ,41 0'9 451 19,) 140 112 21s 144i5 13 \ on,, li' a' 4 11. nit 12s 21 141 1 lii 110 \I 445 2% 21s 7 "; ci "1. SI trio Iia 1.32 745 '41) S *0) 40 S 011 4 11,:o.1,11 1,11 1%1 (f1 10111 :4" (.4ti 267 I)"4 1 ( S.11 4( (442 1K 4 1%," 13 114, s9 BS \fe4,. ..,r) 103 1ln 4 17 (IR a: 11' 11 s 93 91 9s 10:2 ( 1 141 141 1.16 151 1.42 f f 1% 2, :%" 111 1 64 (ii 114,I f,24 4 air I I 44.1, "n2 20 1 ;'2 ls Nt I L ,114- I Ntil 41I S1.1111111 .1P. at111.1.',11.1,t1111e111...ircA lno,ument. dtirtng 19-(, 8. Curr reulum \ecording to the regulations, higher-stage subiects grouped under foe main headings: language; science: NI NI business studies: technical:mtiu general (social stildicsk SI Pupils are recommended to folfok at least tbree subjects It `,1 t from the ).,roup suitable to them. Percentage brealskioNns (' III the choice of subject-groups arc glen by catchment 1 1 area ;tad .sein -Table 1 7. 1K r,0 I he tx,.cr ss helming !elting toy, ards the 'language' and HS 44 11 *general (%ot:ial studies)' group is es dent, accounting for .? 4,2 19 7S per cent of all higher-stage enrolmen's (of nhich 69 41 41 4 1 111 per cent ho.N and per cent girlst and 1041 per cent in the 4,1 IS IIS and ( 'IT catchment areas. 13?.contrast, fes.' pupils (Ithcr takethe'science','technical'and'business studies' 0,1Antie, groups.' At present, ol o.turse, the 'science gioup is offered out:, at SI ,Ind BM, and the 'technical' group is offered only !r41III thenearest'adequate'second-leN elschool are in SI. ,Old LK. Ilimocr,abk 17 figures must he eligible for tree ,chool trAttsport . i able.'14. 15 and 16' interpreted caution since, in effect, pupils choice i% describe the origin of pupils in and the tainted b the constraints imposed b the educational of the school transport semee catchment area Lind 1 or instance, a pupil v.ho lies in 13S. OR, Cl. ,c/1001 (011ott irn! main point, are skorthof note. or Ci Fmu.'? 11:11; 42 his catchment ;ired it' he 44,isfICN to take I.I he relato eh. high a% crag,: percentage of hoarders (15 the 'business studies', scleace' or groups. With per cent), particularlin the SI catchment area 126 the traditional attraction and prestige of the 'language' per centl: and 'social studies' groups. which are readiT\ 2.I he %% ide dispersion of pupil in certain catchment areas; it is hard h. surprising that pupils folltms these course,. or instance. orib, 4 per cent of pupil.' in I K and S per cent in 11\,e Tess than three miles from their school: I Ii,",' t'v4 v,4 414'04 rn,scr,c,1, 1,c'Accr, 4.4.chmtn1 areas 3.I he 1. erdes eloped level °Idle school transport serA :1 IItrus0 Sccurd th,E( dc.rffehC 0cr dot.'', recommendations r 11, 1 91c, ,11. lo!ht! more than half the tia,-pupils use the .'cr.' ice and in , ih I; .eI ;/ r,t ovn, 11,2 it 34 in,11.srk ()Ir the tYro6/-it'Vt'I cc/iii/ network I on Iligherstage secou,1 el enrolm,..111 II) discipline 970 71 iIs.c'c,s studs, II 1,1 e.pc,1.1 SSc,55 ,-Hcr l'c, ,'r, \ SI \I IL t ii 221 tif S2 S '1/41 Is 42 100 I( 54 II MI) 95 14 100 16 52 lis \I It Ii rts is (IR %I [Or) (I 1 10 1 \I nil) Other 1N1 100 IOU county 17 Sti 12 179 hs Int of \I 0 1110 s2 14 So' S5 Ni) 101 I 95 Iii 781 65 ,94 loo Similarobserations he it ;de for each catchment arid byinitiating courses at the second and third les el area in turn, e\cept S I and to a lesser c \tent RN'. Aecord- designed to provide the skilled manpmter required for the 'ugly C1,7Ccillr,11;1(.sfiprhLt neralli leads to economic and social development of the region . liintOsiol/fr, hii.q7Cr-fage s fin cOM/ 1(0111111 Irlurg)' wr,/, catoo iNequcillN bcoicor wale ard ft na!e .17niviii school nencHri, rational,- 9.leaching stall :atb,r7 f//MO's t)mqill, /Up!VI) COdif:e combliol, tICer):011 Ill '151 thew in, is he relevant teaching std ratios are given iiiI able IS. Itis noto%orththat the .iiithorities Ilike felt the need Out of the totalof 269 teachers (including fort)-kso for illrflik11:Ir reform and already the subject range has religious). 79 per cent ;ire Lull-time and accordingly fully been made more comprchenske ,ii61 more practical sub- qualified. hxpressed as a full-time equivalent, there are 230 jects have heen included.In addition, educational and teachers and the average pupil/teacher ratio 65 17.4 Ifor career guidance are gradually being introdm:ed to aid the county. This ratio is, in general. lover in the sinallcr students in the choice of subject groups. than in the larger schools. The range of ratio is etremely I ducation ;old training in second-le.el schools generally slide for Such asmall sample of schools Var> inn from ;ire not sere closelyi1iried It emplo mom pasihii cs 1 1.S:Iat (iito 26.6:1at RS. The pupil/teacher ratio is in the regionin the Content I)). regional planning, the role Ikmer in public (14.6) than in private (15.9) schools but the of these ..ehools is ilMs seen rather more pre-\ (it:Am:L[1, standards adoptedor Ireland also vary for both. being thanvocational, althoughthe education and tra! tiiin 17,5, I and 25:1 respectkel-1 11011CVer, wcational (public) reeds Cid Fstime timbers 01 pupilsits and. indeed, quali- schools have tosser pupil teacher ratios than general educa- ties them to enter employmcrit as apprentices sit: certain tionI prkate) schools, since practical subjects require hash.: skills. relatively more teachers. It must he inentnricci here that !her.: si grown sector I able IS also gi es information kW teacher qualification.. of training in Ireland under the authority a National In private schools teachers are mainly unis ersit graduates pprcnticeship Rom dtt here dit and block release ;ip- ',c ho have follo\. ed a three.ear primary degree con se premiceship training, directly geared to employment, is follosted by a one-year parttime university course in conducted. Itis not Set hh2111> developed in Count Sligo pedagogy. \lost of them are graduates in..1rdsiii public iris! :iccordinglnot tre:tted in this stud. 1 he nest Regional schools on the other hand, 50 per cent of the teachers ;Ire -1 et:tin-real College (WIC). established in SligoI owl in 19711 lone ot nine such colleges throughout the coiinti int , I k, 114.1.1 1101r pls is intended to pl.k a ers siguilint role in regional d;..\el- 1,1 hcr, crt p ri', 4115: Isr 1f ,'r I t ,1 f 6r-c cu .fer a iti her opment hoth by ,o-operAtIri:.* 111 1, 0 35 Part one university graduates. while the remainder have followed teactivr-trainiug courses qualifying them to teach practical subjects,' 10. Buildings and equipment [Ail,11in Appenttiv 1gives it tabular list of all schools by mune and catchment area, and tko gives detailed pro- files of the physicall'acilities availableitt each school, showing; grounds. teaching space by general. special and other classrooms: rented accommodation: modern audio- visual teaching equipment: administrative, recreational and parking facilities. '111i:se profiles are of fundamental importance in reaching decisions on rationalUation pro- posals. evtract from them suminariiing data on area, class- room ,tecommodation and time utiliiation rates: by school in 1970 71 is gi\ co in Figure 3. rrr I -t \kith the eveeption of three schools (Bally mote Voca- tional School. IlrlkirkMe and Ballisodare Convents). the cnZ SPECIAL. ROOMS j LABORAFOM WORKSHOP CASCHOOL '24,c.';-)t 1 2 3 4 1 2 3 4 5 6 r I -1 S 1'Suminerhill 5 L 1- 1_1 Ursuline 25 E:_ F--,_____J Mercy 4 ri Li r Ir r Gramm. Sch. 10 ri Voc. Sch. 10 I I [. r_ Hillii -t 'r 13MMercy 30 r r 1 Voc. Sch 1 I ri L. r -t r -t 'VCMarist 40[I ; " - r- T i VocC. Sch. 12 5 n 1_...1 _j lienada 10 Li EC Convent 2 ii i______J. -r Voc. Sch. 13 t r K 77 RSMercy 0.51 ] n ___jf. 1 GRVoc. Sch. 8 11 L_L____i 1 7 1. C I.Voc Sch, 5.5 1:1 L :1 (..i fVoc. Sch. 5,5Li F-1 Total no. of rooms 22 24 I tct er .Spc, ;at,u;" erat and trine r SOU- malt, purrosc room-, halt a Antdss?'s of ihe secondIoel school no Mork area of ;adjacent land available is quite satisfactory and it and under-occupation of available space in others. It also is possible to expand,HoWeVer,serious shortcomings in emerges that, in thecarneschool, the level of occupation accommodation were resealed, as follows: can vary considerably between different types of class- (a) of almost 150 classrooms, thirtstsso are rentedor of room: this is caused by the nature of the curriculum and teinporars 'pre-fah' nature. the type of classroom; (b) Over half theMenty-t\\o science laboratories, tss enty Educational equipment and playgrounds are generally four workshops and sixteen home economics rooms are quite satisfactory, but administrative facilities arc inade- in poor condition quate. (c) the rapid expansionofenrolments has led to the use In summary, the accommodation problem is serious. of several general-purpose rooms as classrooms; With the exception of some Sligo Tosvn schools, the build- (d )in all. there :ire only three language laboratories, three ingspictureisone of accommodation shortage and modern gymnasia and three school libraries. obsolescence, Yet, although new buildings, extensions and Under these conditions, heals time utili/sition rates for renovations has e been started in some instances and plans classrooms in certain catchment areas are ines it able. As arc well advanced in others, there is still no coherent over- Figure 3 shows, such rates reach 100 per cent in eight all integrated development programme. schools,i.e,. classrooms are occupied continuously. by classes throughout the regulation thirty-hour seek. In other schools the situation is not much better. except in I 1. Costs and financing two schools (Ursuline and !Mercy Cons cots) in thesTarea. II ow,ever, the time utilisation rates for the classrooms Recurrent costs analysis was necessarily confined to public do not indicate the space utiliration rates since, for instance. schools (aI) of sshich are clay schools) since accounts for a thirty-place classroom may he occupied by a group of private schools ssi:re not available. twenty pupils.herefore the space utili/ation rates by ty [se of classroom and school are given in [able 1'). ittJ1,11/7 s:hoolpran,c. Are used in the e,cr,t,gfor cort,,,no Ji ague, and for Osers:rossdingof ,:ta:sroonisis shown in certain schools /dull eth,:atten this. h,tueser, is r,ot ucua!ithecasefor pry, Jte schools GENERAL ROOMS TEMPORARY AC'COM MON. HOMED ECON.zai PREFAB RUN FED 1 2 1 2 3 4 5 6 7 8 `cf, 9 10 II 12 13 14 15 16 17 18 19 1 2 3 4 5 I 2 3 4 E 1 ---801- I L, _.,L _It /71 fl-r. f"filL' 1 ri. -T-1 T. ' T I T T r--t, [---1 71:i76-7-1,* -I 7 -1-- i . L i 1..1 i L I___i , 1 r T 1 --' r 7 ', T ;: 1 ----T 7-7 77' 1 1...... i.___J .7 ?_i'?i 1 1 1 1 i 1 i ,.. -4 - _T Toi-i-1,,,- ] r- r r T----i 1-1 LY_.!i_!__ i _i . I. I . I . J r--1j Li C_ :11001%I.1 I I I ' _1 Liiii`L-1 I I -1111 "4667- 1 1 [_1' P I J j r -1-1 io-, TF 7 -1---i rj--1__,__., , __J S___I___i r 1 r--t. L__] ° ___1 ,_ r r----1 96,,r 1, ,r Fl_i ._ e__,.._ i 1 1 i--6-6,,,;,-- "T r 1 T T . il. , t 1 , J LI e- I t L___, 10q°, ,t ii__, L__.1_1 '-- T -1 T 1 87 t , r----T.7-1 -I El 100 . _I 90.% [11 . t L1-.. ] I _I ____1 16 3 117 20 1 2 retina/ ton rort, ./ d / al I houratch, 37 Part one I14H11 19 Sp' 1,t14. IrcrienLye) for ,pe4:131mtd gener.11 41.499r4)0m9, 1970 71 It r,toIigc u,c to' 41439400114 Soer, tt:its,,r Language 1,ttrorator) 1lrr uis fie,,c141 '91 1tiltotitte411,11 90 90 911 91) li,oirk.t'one!it WO 11 MO 77 (41 \it.trt.,9 ( or4,1. "4 sit 37 89 ( tr.)runt tr. tititttol 109 49 105 %. 04,ttior661`34.1tool 1-1 60 31) 71 54 H\) \)c-9 (. o111,4111 -1, 66 92 \,t.tt.atton.11St.thottl 65 95 35 141) 1( \l0-rut Cn5ettt 120 64 143 1 ot.,Itton tl .tit.tittol 69 91 19 41 11406441 t 1W 74 94, I 1 ( 069 tttit 45 4 69 Si 9) IIs 0,,itinttltit.hool t93 52 13 Its N149-9 ( 911CII1 11,4 2_4, 52 71 101 Nt ot..titott.0 St.hottl 411 19 35 161 ( 1 \ okattotiti) St,:littol 1,1 1,,, 37 102 1;1 \ 04.16011,11 'c11) 43 59 37 tift I I!C I An.5 will 4.09t. tor 94.4.ort44-It.ttott1 public 9411u19 for 196' (1 And 1974) 71 1:11 £ Sleding. current pries) 4 166...,t,1 ot,11 1..1, :277 1', 11 1, 19 19 -'' 4 tlt,' 17 1 17 796 19 -,1 \o, 9,11L -I '2 tt9t/ 19 7sf,1.1 16) 17477 1121, 21i15 2u 106 9"4 s1t:20 1t) 196- 69 :,4 ,6/9 46)1) 1,)1)9, .1'411 5 5112 6 79 406 ti 116, 2',1, 0,1 9 'L) 1, 3 l'1-'0 "1 II)' t6)17) i1 II)) t, 1)4)4 11 2 174 9'3 51,291 o n itIttt.s 61 19 12 t)t-tt 1 ost itt-N -1 1 411 '9.166,1 1114 ',1, 74 2748 S12,( ,, 1,1' t,',, ''''', 29 6 194 \-,..'9,1400;3 19'0 -1 121 41 13 ,, II)) r'olo 161, 1 1.1 1' 11'0 -1 re, rupl4r.r:cd,61.1e f C ftLSI.go (2, [2' ,k 81 I 21 lot II. pQr44:411.141c And unit 61141 rriLtte lividn4tr141,. for 9e4:orid-lin.t.:1 puhl,st.hool9 for 11167 69 and 1970 71 On £ Sterting, 4.urrent prke,I 46;',! Jr 16- Other Iot t,1,,,,t,,,o,,,,,,; slig,, 1,,4n 196" 4,9 21,779 s2. 4 441 II 1 319 4 405 1.0 32 946 Vostt ,.,-,-, 547 ticlittt 4 pro ,I 11)2'14,2 Is 1 639 115 0.5 19(1)24 Co '.5114.o 169,7 (, ,,f,1-)) 7' 70 595 27 495 05 521 0 c 77 991 it170 71 569 741 %otttititottl. 12' 20 955 14 1 1130 lo 3 192 20 152 905 1 11,1),1 (i,t,Picoy: pr pTdrtl 1516go1 otAn 19),T 16i -1, LI 4 464 1 3 \to,14110o1 19'0 'I 519 4, ... I 52Y, ( o 1,14,,, )' 0 4 , 7 15 ill 22 0 5 05 93 1,,Stitt tot, 1971 -1 14 , 74 I 4 174 4,1 tIsiculthe ceivind.icve/ ichooi nettsto Total, percentage and per-pupil unit costs by purpose halting the increase of unit costs in the county schools by for the public schools in 1967'('S and 1970 71 are given in raising the pupil iiteacher ratio front the loss 197i average Table 21) for the Sligo Town schools. which are relatively level of 14.0:1. large, and the county schools. which are rural and smaller. Table 21 gives the total, percentage and unit figures of I 'nit costs are somewhat inflated since they contain public and prikate financing ror second-/evel public schools elements for adult education and apprentice training 1N for 1967/0 and 1970:71. Once again financing figures for strietls speaking, should not he apportioned to formal hall- Sligo town are inflated because of the special new RR' time enrolment: also the unit cost for Sligo Town in 1971T 71 circumstances. is much inflated because a common account was used for The figures reflect the facts that second-level education this school and the new RTC opened in that session. is practically free to pupils, that financing is accordingly Tluweer, itis obvious from the figures that unit costs almost fully public, that the state is accepting increasing are higher in urban than in rural schools, because of the responsibility for financing and that local authority firms:- higher administrati% e and teacher costs, and that these ing per pupil is much higher for the county than for SI1e.o unit costs have increased rapidly over the period. On cost Toys!). grounds, the necessity for having two separate administra- Private schools are free today pupils and receive no local tive offices in Sligo 'TOW n must he questioned, one catering authority. financing_ The Department of Education finances for the town school and the other for the county schools. salaries and transport, gives 07 capita grants and awards The fact that the cost of instruction has tended to decrease other grants for textbooks, equipment and in lieu of fees. relative to over-all cost (and indeed that it is less than 70 1..!nfi.:irtunately, precise data on hoarding-school costs per cent). may seem surprising, but firstly the special were not available and it \Vas not possible, therefore, to circumstances conecruing the establishment of the RTC in compare the costs of providing transport and canteens with 1970171 and theintroduction of the school transport that of hoarding. Fees for the hoarding schools Vary from scheme explain the relative decrease arid, secondly, the f115 to £250 per itnnum, but the real cost per pupil is nature of vocational schools requiring more practical probably higher: there is also a divergence in the standard equipment and maintenance explains the rclattely high of service offered to pupils. proportion of non-instructional cost, There is scope for 31) 1 AAA.,-..* ./41111119 . ." MIAMI"g Li r S. 11 -ter CZ,/ 3,1"1411***41;d44,.4-7! ro-Aiftir ?fotti ( I c1,,, ( hamptccn P?1Iirdgrnthllarid the fIVerci',T e: :e farM1I\ ,Iforetold' for kinall fcirtycr hee?ctOle Inchitricill%orken. OM ',Mall I" 1:1,C (I rcturri141hc1critli attractile marrttam chili'ret(idli4 ihcir lurnrc. maitnlltllli rcrthenitatIcit the'ho:h 4,tptpuiiitteoi bortlef fcl(nu/cultureandindrolry . PART TWO IV. The projection of enrolments for first- and second-level education, 1975/76 Itis unlikely that the medium -term trend in economic and councillors under the administrative direction of a County social development sill have any very significant influence Manager; emphasis was largely on local and infrastructural on the nature and slope of medium-term (to 1976) enrol- matters, though state intervention had been increasing. ment projections for the county. Nevertheless. since school With the Planning Act, 1963: .requiring the preparation location must he decided sithin the long-term perspective of five-year plans by local authorities, emphasis has shifted for economic and social development, which is correlated to more Mtegrated physical planning. Integration and ith future demographic trends, it is desirable to outline national co-ordination became more effective after 1967 the economic background against which enrolment will with the setting up of County Development Teams con- develop. This is the purpose of section 1 below. sisting of the County Manager, County Engineer, County In effect, medium-term enrolment patterns isilldepend Education Officer, and County Agricultural Officer, with a very closely on population factors, especially the recent specialist in development acting as full-time secretary. trend in birth rates and population movements. Therefore. It was realised that rapid industrialization must play a itis ;Os° proposed to examine the demographic trends, more dynamic role and that the county administrative area before proceeding in a third section to estimate first- and is out-dated for regional development. Accordingly, when second-level enrolment. some of the functions of the Industrial Development Authority (I I), \were decentralised in 1971, Sligo Town became the headquarters for the Sligo-Leitrim region under the direction of a specialist in industrial development. The 1. Economic and social initial tasks were the preparation of a live-year economic and social development plan for the region and co-ordina- development tionvs iththe efforts of other bodies working towards development. The development of the north-west region of Ireland. or Apart from formal and informal co-ordination and co- which the County Sligo sub-region is the centre, is the operation with the County Development Team and the majorregional development problem of the country. regional IDA in the furtherance of economic and social 1 hereis over-dependence on agriculture and there are development, the county education authorities support this imposing obstacles to rapid industrialisation. phis im- objective by emphasising agricultural science, home econo- balance has resultedin migration and emigration, the mics and other vocational subjects in public schools.' extent of which will he examined in the second section. They also co-operate with the National Apprenticeship Among the main obstacles to industrialaration are lack Board (ANCO) and other bodies in apprenticeship training, of mineral resources. remoteness from raw material sources and they particularly encourage adult education where and markets, high cost of transport. lack of skilled person- attempts are made to provide evening courses specifically nel, and the underdeveloped state of the industrial and vocational in nature. The role to he played by the newly technical infrastructure. liefor.; examination of the econo- establishedR'1 C in Sligo Town has already been men- mic background, however, a note on the orgarniation of tioned. The county education authorities also co-operate regional development is appropriate. since education must isith University College. Galway (the University of the play an important role here. West),inconducting extra-muralleadership training courses designed to stimulate economic and social develop- A. REGION A IDi'VELOPM1 The organisation of regional planning has evolved rapidly in recent times. Formerly responsibility for development EN,IN c".1,,Y1,hcd .pr,,,kocit t \ NC,11 hr,eudee in the county rested almost totally%kith elected county 41 Map 5.Relief map of County Sligo show- ing zones, towns and communica- tions Coutttp tigo Peel Inves 'sr. vs ar Man1044.13 SeKOncidrypc-lath ZOO ',CC GO 150 tntxtttanutsttiP41"'" e" Ji( 0-60 mem - CIIICtTen1 014 Mxxldsrrey ATLANTIC 4 NotF The numbers indis:ate the population in the tons and silktves in 19tv-, 42 540 COL tOON E ) 222 RIVERS TOWN ue,atRCUSIRY 937-..** GT Gc,,t 43 Purl two 1,b1 It22 13reakdossii ul Lams ht ,irc,1 Aces 1,1 fi1(A I,4) trl 1110 21)0 tied otal 719 487 1 181 J 001 2 .vis I 159 25' 57 I 1 336 soi r 11,go N, r()F,()(iR Map 6 show; the geographic location of the main agri- cultural. industrial and service activities in 1971 and the Sligo is a county ssith II() miles (1S5 kilometres) of Ntlantic population density in the county by district electotal divi- coast-line, tsso main mountain ranges and many rivers and siott. lakes, Out of ;t total area of 453.956 acres. 365,000 consist of arable land, 10,150 of ssater surface and 75,720 are more I) INDUS 1 1(1AI I/I ION than 700 feet (215 metres) ahose sea les el. t'rom %lap S. shossing relief. toss ns, villages and main aced ssith this grim economic picture, the government has transport routes. the county is seen to dis isle geographically tried to stimulate industrial development. Thus, in 1952 into four ./ones (a) tincoastal roni.:()It the Dartr moun- the 'Underdeveloped .Areas Act' enit)led increased grants tain range: (c) the Sliabh (iamb range: (d) the central loss- and rem1ssioo of taxation to he offered to industrialists, and lands, in 1967 the 'Small Industries Programme' made it possible to suhsidiee the establishment and modernisation of small industries. Along the saute lines, a Urited Nations report 1.(.(1C,f 1;Ill RI unregioniti development problems recommended itdis- criminatory investment policy favouring this region and I he land is of aver: ge qual6, and is generally suited to suggested that Sligo To \sn he designated its a 'pole of non - intensive cultis'on: A minimum of fift!, acres is con- grossth. for the ss hole region.' sidered hs ;ii.tricultural experts to constitute aft economi- Obviously more rapid industrialisation involving heavy cally siahle farm in the present economic conditions of the capital investment is necessary and more skilled personnel region,In this respect,Fable 22 indicate!: the etreme must he trained, fragmentation of land. Out of 11,336 farms, less than 15 Apart fromthe shortcomings mentioned, however. per cent }lase an area larger than tills, acres and over 60 per modest progress in industrialisation is being made and the cent have less than Otitis acres. Thus, a total 48,954 farms, or 79 per cent of the total. :ire not considered as economi- OAAt al /onecarhondle roes t.01ere,' Al] h glacial c,illy sidble. Furthermore. the small farms are often con- drat. some marshes, good pasture and centrated or the poorer land anditisnot surprising tr onrs;cal Shalth (iamb tfoadiollsl 1-Ift-cosered carboniferous Ikmestone. good pasture therefore that mans serious social problems ;irise.' Income errcntrEllo91 Inds (oser half lhe regron)sarbordleroas limeslonemarshes and per male ssorking in ;igricultu re is on the average less than good pasture land 2 The 4,rrnge age of n)ele farmers ry th years and ane;sisth are on er 11). )1,,If of the half ,1l that in the Dublin region.' yynmen crgages1 m agrlsultu re are user ht arid outs four pet cent under 4' l'nder these corinions, a drift fromagrlcultureisincsit ; C Buchanan, Rognatd: c.rrC,' m heC.1,1 Dahlos. An rorss 1 orhartha IWA p 9 l he H 4,han,In tepoat1 able. particulails since most i,oung people demand a far st .taresash reserve 1 4111. 4.91n arcs are produwye the higher standard of living than farming can offer, and allied Landed s atue of fish Chg., harbour an1969 uas /4'1A t e1 h per cent of all .1..tivities such as fishing or forestry,' do not offer ;ins major fnh I.1f)ded,n tarsi; pods, rarrploYIrleMeq,r1.-011. f,rtthree c,11),,Ine tither- Merl and 21) part time Alt er natises. the bashanan report, op ot I \Kt 21.I loploNment structure for Counts Sligo and Ireland. 1961171 and estim,ttcs for 1976 grisulture industrs Crn.14.CN ...... N,Ihe r Percentage Number Percentage Number Percentage Intel 19',1 Stile 77h 731 36,0, 755 S35 24.0 4)4 97' 39.4 1 052 539 ( omit:, Sligo 1 f 150 55 6 2 990 14.7 6 013 29.7 211 251 I 'Rd, State 1 7 1 c.,` 1 1 f '91733 '7,9 41S 717 41.1 1 065 9S7 9 964 524 2 977 i5.7 6((73 3(.9 19 915 1971 _`S_ 26.3 325 flit)) 31)), 461 MI t 43.1 1 071 000 N 400 45 9 3 'i5) 2n_' 6 200 29.5 i5 3110 19-6 SI,tfc 211 099 20 s 355 11,/f) 11 5 49S 090 44 7 1 116 MR ( Montt Shp) 7 355 41 1 4 652 27,3 5025 24.5 17)35 Nt 111 I rup',,,r tit in agrlyultaLe in ( ousts trkgo for 14'1'n rs pro,esrnd !l desre y.e at the nirnmal rate of ; per sent a sea" I mrloyc,ent in ,ndoytrs <4, i 1,1 < per cent F ont`tr'Sment in setnNes 9.0uId desreaye hs t2pc" sent full -tame ranemployrnent m Slas was I.OnI L11,4 rnrecs and Cm , ( -.huh scenic Ni r cent aercunemplosahlc One hundred men and shirt} girls inane dads into C oust} Shp, to syori. tittl Si f , %al It.DUNES Stationers Office19,52 1551 salin. Dublra. Stationery Ofhce- 1967 44 The rwleaion of enrolment v 1,r lirt and se,'ond-lerel edvolion, 1975/76 INHABITANTS PER SQUARE MILE TOWNS BY NUMBERS EMPLOYED 100 MANUFAFURING INDUSTRY 30o 60 -80 40-60=-7-1 20- 40 0-20 )111( Tourist centre 0 5 10 I miles 10 45 20 I 51 1 tulometres Ni11" wrd i/oI,'t'r,/ilir/lhorrrUft:utt491 counts doe5 hue some other advant;iges. Sligo I O\ii iS tin FHi I23i1 I irploInent in inciu5tr tonplo)eesi aid agriculture importlrit retail disifthuti011 utd Sefk ICC', centre.I ounsru, IporeentLige/hL",achinerttiRa deelopment potertM1 throughout I relund. is hcoorn- 1,71 ing mator source at income tar the %..ounty.' idea of the III el of development the k..otintyis given c\amin,Ition at the employment trend by sector in Fah1e `,1 6"9 It IS 9 3 23. ohilc I able 23a Compares the number II emph.,ce. in 's 2s .59 9 ii ith the perienLigc 44 people in igriculturc. IC 411 120 66 4 I ( :) 1K 74 4 ItS 4h) Is 411.1 5s S In 0-1 tuit hi. n;h r ,n the 1 Itt,ttit twn44, en//t Ite at le the (I 69 6 N1,ttn.!, H tut! lid tirr,ttie I,4II !cirl. ire h gtIcr the th,tri (F I 70 2 'he no .!It 45 Par! fwc, I 1 Nth 01 MI N1 SI Rt ( (URI The causes of this decline are seen to he historical, geo- graphical and economic. In the course of history there was Fable 21 gives the employ ment structure evolution from pressurefor heasy unnatural westward movement of 1961to 1971 and the projected structure in 197h. Tk People of older cultures, causing congested habitation in bends rn..0 be observed a gradual decrease of employ invtit poor non-siable farm areas. No industrial revolution WaS in agriculture and a .hark rise of thot in indus11-1. !)e pet- eperielleed in this the roust tsestern outpost of Furope. In ierttage employed in sers ices has levelled out at about iO more recent times technical progress, industrialisation, per cent during the last decade; the slight drop in employ- increasing productivity and urbani/ation trends throughout ment projected for this sector is due to an expected increase the country have caused a movement away from the county. in productivity. Comparative rates of population change by census year The 1976 projections \sere derived front .1 regional survey from 1920 to 1971 for Ireland, County Sligo and Sligo Town for 1971 -70, V.110) extrapolated recent national trends and arc shoss n in ;\ ppendix I, TableI. The rate of popula- adjusted them for economic development prospects. -1 hey tion decrease for County Sligo has slossed doss n during the are based on proposals for capital investment of 12,6 last decade; there sk as a 2 per cent decrease for 1966 .71 as million, ofkl .2 million ssould go tov,ards factor', against 4.3 per cent for 1901-60. This sliming down is construction and £1,-1 million on industrial grants.' This caused mainly by a decrease in migration front the county. investment would create some 780 new jobs during this period. ;Is indicated in T able A. URBAN NET WORK 1-vin r24 Programme of manufacturing job creo,ion ferUounis Sligo Fossn plays a dominant role in the county, having Shgo. 1971- 76 nearly one-quarter of the total population of the county and with almost 58 per cent, i.e. 28,000 people living in 1'4'1 14'1 'I 19'1 '1 14'4 7, 14", r,LIJI the toss n and a fifteen-mile radius of it. -1V,C) other towns, SI 50 so too ISO 350 Tubbercurry and Bally mote, ssith populations of about Ii \t 5O 511 100 1,000. and fourteen small villages ssith less than 500 in- I( 2i) 51) 50 50 220 habitants form the urban network of the county.; the level I Is 21) 21) of urbani/ation by catchment area is shown in Table 25. liS Itis important to note that the population in most of the Nearly 50 per cent of this investment is allocated to ST small villages has been declining. and the remainder is shared between BM. TC, EK and BS. These data gill be t;iken ;nto account \shell projecting R. TRENDS BY CATCHMENT AREA enrolment demand in these catchment areas. Table 25 shims that from 1951 to 1966' all catchment areas decreased in population, ssith the exception of ST, which has remained relatively stable and even increased slightly hetsscen 1961 and 1966. Of the eight other catch - 1)emograph:fe trends meatiareas, four decreased in population by over 20 per cent, three by over 14 per cent and BS by S per cent. -the population has fallen steadily from 188,06 in 1841 to 50:236 in 1971. -1he Main features of this decline are rural depopulation. migration and emigration. Trends by catch- I Ret,A,11,1,!-Jt plain 147,1 op 01 2 thesefiguresarc estlinAled on the hams of demographic Mein:, for district ment area from 1951 to 1960 are silos% n in Table 25. .1,1',1,.ted for each La.,Alr,e111 area I S1-4112 .0 (grunts Shinnopuliiion 11, caachment,1 red.1951. 1901 .; rid 1966 1',,nal Pop luir,.r: 1q1,1,,,, ri:r, (wog,: Per, collage fiiiiiiil lin, P,roliiiiir, sh.i,i:i.: Poralatton h.rcr.at ect iiri .,ri nn rag lil I I )ni Pa i,,, .,,rev bra Jur,. S i t 7'45 17 195 0 31 17 441 34 565 50 5 .II 75 50,9 9.4 liN4 - .12h In256 1.42 i 702 00 413 9.0 1.67 10,0 59 9 I(' 10175 S541 1.09 7720 !LI 445 6.9 1.92 150 06.4 I c 2 702 2 433 13)0 2 479 12 1o3 10.5 (1 .44 2.12 59.! I.K 52211 4657 1.06 4 357 62 .'.)54 7 f.) 1,16 S7 74.4 05 4 401 1 14-3 0.45 3 017 27 005 11.0 0,05 .35,1 40.1 (ik 4 355 3 575 1.10 3 599 41 650 N 1, 1.41 5.4 55.5 CI. 5 509 4 09) 1.55 4 497 57 409 7 S 0.52 7.9 09.0 (01 1 45.; 2 714 7.01 2 441 25 924 9.4 2.14 5.4 70.2 CountsSligo 59972 53 561 1.07 51 203 443 500 11.6 0 50 37.7 52.4 State 2 9(d) 593 2 518 311 11.45 215S4 002 17 024 000 10.9 ,, 0.40 45.0 31.5 I :talc :6 .t411, rule, MR i nhahaart, par 'ertlfle the rro,,e or ( ,srn Isfit 2 1hr 111,11101; roamsumty refers to far niece, with them and farm managers WOLF. Populations by catchment area acre aggregated from VIcIth.t F Itt.tora1Doaslon 10101 populatIonaVA here catchment area hountlartes run through the 010s, the latter acre iolned to the catchment ere. 11,1,inF the linger portronthe 1)I I) of ihanegh sac assigned Infi'af m return rotu'unti figuresThis ,foes not Malerially alma the ',Marc of dolrlhutlan or ,1 the trend of the catchment area change SOURC FSena.r tbeviuhtf,offrekva/4/q Vol 1 optit 01I. operr I he Prole, lion 01t'tvokerrisfor firt- (old ecord.leiel eductiti,q1Icc't, Itisnotovorthythat the average annual population ot 1,043 i403 male and 640 female): the rate of natural percentage decrease NN.is much less from 1961 to 19h6 increasesloNv ed doss soniev, fiatfor1966 -71"ith :in (annual average lSr0 than trorn 1951 to 1961 (annual av or- absolute increase of 26S males and 479 females, During the age1,0"1: the rate of decrease191'1t 71has also been 1%1 66 period there \vas a net migration from the count\ ;timer 114,11) that for f9fil on of 3,341 (1,695 male and 1.6-16 female/ resulting in a lottO population decrease oh' 2,298 292 male and 1,006 (it'll:de), ( P0111 1 \111)\ SI Rt CIt RI for 1966 71 net migration was 1,774 (707 male ;Ind 1.)67 female) \NMI a Cl/IISNLICill county population decrease of \n outline of population structure is cis able 26 1,(127 (439 male and 588 female). Table 27 comparCS S;(1111C population trends Kith the national figures. let l21, Population stniLitilr i,,r tiotd and 19his 1 he county, Kith loser birth rates and higher death rates e, I int:5,1,11,1cl than the national tiverages for both 1961 -66 and 1966 71, consequentlyhad alost er natural increase, While the 1., national average natural increasereltlar d',Wadyat 1961 2.1o1 s 1 hot 1 oil about I per cent. that for County Sligo dropped front 0.4 19hh s( litis 15 -A 00 to 0.29 per cent fur the second quinquennium. lotot Nner, because of reduced net migration front the ccunty, the total Of particular signtlic,ince for educational planning pur- population fall \vas reduced from 4.3 per cent over the poses is the increasing percentage of the 0 19 sic - troop. first half to 2 per cent over the second half of the decade: This is caused mainly by reduced emigration ;into/112st the there \vas a 3 per cent national population increase over this latter period, 15 -19 age-group,especial])for girls: the femalcanale More detailed migration analysis \vas unt.1 necessary. ratio for the 1519 group increased front ')4 to 96 per cent 'table 28, a migration table for the county hy quinquennial betsveen 1%1 and 1966. age-group. vvas prepared (using HIT assumptions) and A dichotomy in structure is evident hew e'en Sligo ToNtin and the rest of the county; for esain 21e, in both 1%1 and shovv; that the migration has a relatively insigaiticant over-all effect on first-level age groups, but has a con- 1966 the 0- 4 age-group Accounted for 11 per cent of the siderable effect on the 15-19 group. Migration takes place population in the former, as against 8,S per cent in the mainly among the 15 -29 age-group and undoubtedly dif- latter. During this period, the 5-14 age- group, in relative terms. increased to make up over 20 per cent of the popula- fers betvveen catchment areas, but is more acute for rural than for urban areas. tion in Sligo -limn and decreased to helos this percentage To estimate potential demand by catchment area more in the rest of the county. 1 he population of this large tosvn gets younger Mille that of the rural areas gross older. in:cur:tidy. an analysis Ns made of net migration by the school age - groups 5-9, 10-14 andS-19. 'the results are I he follouing county breakdoun of the 20-44 age-group .0.,\\n in Table 29. A table of migration indices by catch- the main marry ing group) for 1966 is indicative of the ment arcs( is given in A ppendits 1, Table 2. It can he seen underlying sociological problem; :' that net migration Varies by catchment area, sex and age- group. Ilovv ever, no significant correlation emerges since .s7/a.tit' (Iid<,nif most of the figures in Table may he considered merely 1. 11,1, 591 ihn 9 3 -112S ts; per ct.litt 1%r L:k:r111 as orders of magnitude deriving, as they do, from too n06 Imak: 5,5 (540 '05.7 i14,f SII ceni.uses Irish the application of a survival rate per age- pir LentI pie,enll group. liven so, disturbing migration trends for the 15-19 age- \gain itis likely that the figures for the main urban areas group emerge: net migration for the 5---9 and 10 -14 age- arctatrly normal arid that the ohnormalitv originates in the groups is not very significant, Male and female migration rural ;treas.' for the 15 -19 age-group is heavy in all catchment areas and heavit:r for .iris than for boys (evcepting Si and 1.('l. 'Ibis reflects a lack of attractive employment opportunities. especially for girls. the inceptions indicated at SI and I)N \ if It \ R1 \SI\ND \11(ik \ lION lietNveen 196t and 11.4t(' the t2reatcr no,tiber of N01)04,7'611 there 1.C7,its rn 1,15 ,dunt, than deaths t ;,"1s0 gave a natural increase for the counts 2 `Nce Npper,/, Ir 1,. 1or pop51,Hon Isisf 2' 1",1{0 pertflow,h1L1popuLktion, 1')hlfq,and 1,0h 71 mInn,v,1 rot Porulahon takn, 1ic "h7 rr12,!,1 4Fcl GiantsShg,, 1')h 1no is ..' 14 4 I) 12 ui 1966 "1 . (, 1" 1 1-1 1 7 0 : - State i,)hlit 219 I 1 II, 3 ('Ill"1 3' 2t 4 11 2 I;t 42 3() I 'ga'r, I=r I't -I )t p R T4,/ Psi \ ,,r 1)r -'u 47 PartNo 1191k, 28. Count!, Sligo migration trend, 19(0 66 Deaths from 1461 No migration POI l,r11461 Populltion 1966 Nelgain or1019 Pal he 1461 -66 18)poot 1461- 66 1461 1766 Ft 1 11 I 61 61 0 4 ' 486 2 )2I , 2 ..1,Ne, 2 321 241 +1 In 67 5() + 112 r 4 3 9 :6(15 2 574 2 444 If o 6 29 21 r .4 2 66" sS*; 1014 2 500 2 960 77 25 ti Il 30 10 14 2 97 2 (06, 15 19 2 295 2 200 44 4')t, 495 491 15 14 ,! 1164 1 111 2o 24 1 254 9 121 i 915 .915' s)6 SIO 20 24 1 211 I 112 27 24 1 019 11141 1,16 61 4 189 57 25 29 1 1,0,1 104,i 10 14 l144 1 04 Is 12 12 1,1 1 14 1 'O.' 111 95 14 1 440 1 144 . 3 92 45 14 I :2: 1 606, 4o 41 1 462 1 460 149 I `9./1 1 555 266 267 1059 1,64 h osi 45(.4 6 457 S 624 547 460 , s c 094 65. 3 6117 1 752 1 561 1 943 Sul, to( II 61 25 42) 16 346 24 915 292 I (106 2 440 2 321 2(07 1 651 1 605 1 646 Form 51561 51 261 2295 761 3719 3341 SO1 RI f Population and m,gfelfon (ofruf ,q Ole porfo'arfor or lerturrd1661,5o1II ,.11 p 46, 1'696ol t op of p iVeseS, %of 11op 611. p Si Deci6FSmuncalJ9I loll J I,1 lre?.00:651. Dublin, Staao,c, 6 Of6 c. Igh6, p 3' EC max he attributed to the 'pull of the capital tovin for facilities.In this context it may be mentioned that the the former and the availability of higher-stage education provision of equal opportunity for higher-stage education in the latter, w hich draws pupils front the neighbouring is likely to reduce migration for the 15-19 age-group quite catchment area (I-.I:). N here there are no higher-stage significantly in future, r E 29. Counts Sligo migration effect I'catchment area for school age-groups, 1061- 66 1161 pop actual 1466 sur6164,491116pol9 1466 pop actual Nei csilm migralfor 1*) age grp 1446 agc grp 61 N1 f St 0- 915 896 5-9 905 878 927 912 22 4- 34 5. 9 958 836 10-14 957 834 813 877 44 + 43 10 14 842 804 15-19 839 1903 703 788 136 15 B 0- 4 172 18[2 5- 9 160 ISO 156 179 13 5- 9 192 188 10 -14 101 187 191 172 15 10-14 226 216 15-19 225 215 175 140 50 75 is 0 4 493 4115 5-9 477 404 448 394 29 10 5- 9 4117 518 10 -14 485 516 466 496 19 20 1014 546 527 15 -19 544 526 445 407 99 119 1.0 I) 4 143 147 5- 9 141 145 149 152 9 8 7 _ 183 163 10 -14 182 162 184 160 1 2 2 10 14 191 169 15 -19 190 169 153 138 37 30 I-K 0 4 256 217 5- 9 253 214 257 224 4 4 10 5- 0 276 248 10 -14 275 247 279 239 4 4 8 10-14 251 294 15 -19 250 293 214 222 36 71 0- 4 140 137 5-9 I 3S 135 140 137 + 2 + 2 5 9 144 138 In 14 143 137 134 142 9 5 111 14 140 135 1519 139 134 118 1146 21 28 C9R 0 4 160 [51) 5 9 158 148 162 146 4 4 2 5 9 176 160 10_14 175 159 177 146 2 13 10 -14 188 195 15- 19 187 194 162 157 25 37 CI. 0- 4 196 175 5 -.9 193 173 I98 168 5 5 5- 9 100 175 141-14 189 174 183 165 6 9 10- I1 199 176 15 -19 197 175 161 117 36 58 0- 4 1411 136 5 9 139 134 135 132 3 2 5- 9 161 159 10-14 160 158 161 155 + 1 3 10 14 205 179 15-19 204 177 163 125 41 52 OTAI 0 4 2605 2 438 5 9 2 572 2411 2572 2444 + 33 5- 9 2667 2 585 10-14 2 657 2574 2588 2552 69 22 10-14 2787 2 694 15-19 2 775 2685 2294 2200 451 485 SOURCE. Cracus of i he pop6,106ort of !retod I'jfit, Vol 0. op c pp 211-211, N95, Vol li. op tit,. pp 222 -223. 48 the prolecti",ti of enrolmentl lily first - indveiorki-level edlionion.IV75,'76 1 NII1 I 311 Prk)14.4,1C1.1 p.1,1,11.04011 .(hoof age-groups b, ,trva, 1915 N,Itus41,11'.q diu.;cd it row l s,,c f rc form 1.4n; de,e1. cfr;st NI I X,?tgr,p k1 h Nf ii h 11 I SI 70S 745 , 11 29 11 4 17 175 S61 In14 77a 711 411 t Is SS . s7 1)11) 856 IS 7147 H '41t 121 13 ss 4 :51 I ,if) 719 791 1411 9 144 153 11 1 25 151 177 (0(-I 171 104 13 197 176 I Iv tun 1st) 44 60 4 9 13 194) 161 9 405 3.43 25 s 435 4)4) 10 14 55 430 452 I' Ii, . 4 53 473 4s9 19 I' 4s4 403 Sit 105 55 , 55 18 ,_21 469 434 s F, I( 1211 12 7 127 129 1014 164 142 _ _-, 166 140 15 19 169 145 33 26 136 122 I K, 9 215 Is2 3 , 9 It) lrl 118 201 111 1-4 247 116 , 4 161 219 IS19 is, 151 31 03 113 200 211) BS .4; 117 115 2 2 IS 117 134 VI44 129 110 s 4 Iti 17 [39 141 1519 124 111 1') 25 17 123 1111 s 9 s 4.112 134 120 , 4 13s 124 11'14 157 139 t 2 I! 159 128 sn 1519 100 171 __ 33 144 I3S (I 164 147 3 4 167 143 10 14 170 152 5 s 165 144 IS 19 175 154 32 51 143 103 117 114 3 _' 114 112 Irl 14 144 13s I I 145 135 15 1S1 154 34.. 46 145 110 i()T \ I C ') '11-: 21145 2 29 ., i'411 194 2 37S 2 271 15fit 1 3s9 2 254 61 20 .196 194 2 524 2 42s , 15 -19 2 4r," 21(,4 427 42s 194, 194 t 39 .57 2 175 2 I17 s4111 %.,,,,,,, ,,,,,,;,,c,or ther,,u1,, of(Scin nil ii an L,;',..,, and iis, of tic erica,of th.cplannedph,r.',1;1Ln (',01 <04rt,,Ocd t.vciIn.ir Own....r 1K,people Into( oir.('Clip,,ea..), t t,., tz.:41,1,,ehl,tc.rli, th h.il H 0,.<1,,t itr,-. tieltld the ,,! I; ,1, ,1,,lc,,f.1 ,-,,LArerhe lac .r.,',7. , 9li)14 andl< ii PROP C I ION 01 SC Ii0O1 -101 POPI. 1 \T10\ A popuIdtiOrt prokction for1975/7(ifor groups by catchment area is shown in Table 30. vhile it 1.40 hetand prate, liiithe scliois1-.412e pop ilAion by catelment area for immediate planning purposes, ne,.ertheless itis necessar to outline the frame.ork tiiiiin\\ Inch the total population \\ill 3. Enrolment projections evolve N11102 tICCI,it)ItS 071101001 It)e;111011 ;ire long-term in nature.I his is also riecessar\ as a guideline to the ordering \II 1 ii, )1). \N I)\ AII' 1 IONS t4 priorities and as a ha,...k.round .igainst Ahich to re% ICV. the inipleinetitat,on of the school map proposals. Clears. the pattern of eklueational demand depends upon t he 0er-a11 populat on appears to be reaching I.tam complex social111(1 economic fadrs artdresults in the declining natural increase is ;.1.raduall berm~ offset b participation !Of enrolment) rates NA hies,. :ts has been seen. decrease in net itiivrationi hereIs 111siltII/ lie a grAdtril ate, sex. cAt(hrllent ;ire%) and educational Ickel. increase in the relati e proportion ol the school-age p(ipula- 1 or lung -skein protections it could oh% iously he neces- tionhe....iuseof M1increased retention rate :Liming the sai tticl> to ...stent participation rates are sensitie 15I'),t ;e-group kkithincreasing urhanitatioi,1 to all the. 11111or factors. fluiiecer, experience has shosn ten(Ien..)to \%,irds 1..nariger populationI he drill from that paitieipation rates hake a certain inertia In the short .4!riculture mustlite\ itabb.continue \shtle emplo mein ;elm and large i.ilterations cannot be espeited40.111111 a live- in industr vvIli inerease 1 the trend in population ear period. re-distribution is likelyto continue, herch the rate ,11 I or this reason, a standard arbitrar assumption has tirlianiration ccnites, .rich 1s Shp.) T0\1 11 And been made that enrolment rates \kill rise in both the first It ervtrims and iot uhhe4L4,,--% 4114.1Il ill\mole, increases and second levels. Automatic promotion from grades I to alon;2...0.1.: the dep,,p.,11.itim. it rural areas. including Vi compolsor) education to age15 are assumed. the turiher 4,1111160tion oh tile at the tui dirt 111.!e.,. Accord rigl, enrolment rates still be li10 per cent for all Purr 11to s, lhopila6011 ag,:d Iiit4 in 11171 1V,,.11011)1,1111 area 19'1Nlihmqrhori rirt,.1.1t1,11 601Nllh atlustment kt 1.1 (owl SI ,ios. :s7i, 902 576 557 010 1 707 10.1 169 I 105 179 /65 177 345 Iv 477 4,14 4 i 5 402 450 3S0 842 I U 141 14s 140 144 140 144 2154 ('KC 250 214 251 213 254 207 451 115 13s 1;5 137 135 129 14(1 209 (IR 155 145 155 147 155 115 29.1 01_ PO 173 192 172 150 103 349 CIr 13s 114 137 134 137 131 205 Courit Sligo 2 57' 2411 2560 2402 2455 2193 4565 pupils in the compulsory 1, 14 age-group.'..1s regards Innt32 I'artieipatictn tar etx (r/crccrilageN) 113, catchment :iced second - level ,ii.lruission rates. it \\ as assumed that the pre- foriirst-lo.c1Lige-groups 45.5 0,10 14 anst for sent range \ould tend to Harm\ o\\ Mg to the cpected second-level 10 -14, 197576 increase in admission rates in all areas, \%.1111 the eception 1101 le,c1 Second Icier of S II inall enrolments in second -levelCar,: 2 to 5 mere projected on the hasys of promotion rates observed in Ii P1 14' Pt 14 1070 71. adjusted to reduce the cApected differences in the S t 19711 7k 53 7 55 supply conditions of the emchitteitt areas. 1075 76 55 0 WO 5(1 5)) kVith these assumptions it\\ as possible to project en- 1i \I 1970 71 49.4 74 rolment in second-level education by catchment area on the 197576 65,0 II))) 59 41 basis of enrol meats hs school and grade in first-loci educa- T(' 1970 71 503) 45 tion in 19711 71 since.or e \ample. pupils in grade III in 1975'76 73h1 100 45 S5 I1 ill become second-s ear pupils in second-level educa- 1 C 1970:71 43.1 49 tion in1975 70. lie drllietaltof distributing the higher- 107576 65 0 100 47 53 s-, 3 stage pupils .iniong the various subject-groups then re- I K 19711 71 SO mained. 19'5 76 57.0 100 Si) 50 It \\,ould hale been desirable to relate this distribution to liS 19711 71 77? 05 matipoer requirements hut. ;1\ has ,ilrcady been stated. 1975 7'0 5' 0 100 55 45 this approach \ as impossible 'r bile data on the longer- (1R 1970 71 56 1) 60 term prospects of the labour market within the count and 1975 16 71.5 1011 52 45 the region are lacking. A lso, \kith the ittire,tsed impact of (I prit71 71/ I) 65 the educational reform. the imbala nce of choice bety cen the 1975 7t1 75 11 Ino 55 45 \ arum. subject-groups in the higher stage ina tend to ( r 1 19711 71 35,5 45 di:inrush.IIi1;111%, even It real progress is made to \N. ards 197570 62,5 100 45 55 rat ionali/ati on of the school net \lIrk h\ 1975'70. it is even ( .1unt% 1971171 56 7 56.6 14.4 !Mirk: IlkCI 111,1t tlm titstrtivatottid dt.matILti 1st!( he gtacrnet1 SiLgn 19757{, 75 5 j(S1) 51) Si) 111' Oh' t.,INC,111,04,,I I Or these reasons, projected -- 1 hrilorhoon large! , lor ,ht.Ament aaan are the el1eren,e between en white -ts for the higher stage have not been distributed the rc,nt. 4t.res I., SI and that for rd,h Aree lier\ea.m the various ,a.illject-grotips. 1 ere ,ah.uhtict reference to target a,1 4, per cent, art then ant d Lit rolinent projections \\ ere made 'if mg the targets set to the estimated school.age population. I he 4-ear-old gronp 'vas projected hs catchment from estimates of lo%\ er rate for 10- to 14ear-olds, \+int..) i.s offet hr a cor- 1971 births. \1/4 ltil :111 ddlli1111c111( for migration.\ nalsis of responding rise in the 10 to 14 second -level enrolment rates. participation for the I()14 .ige-group in first-lend educa- 0\ er-all. this amounts to a decrease in first-level enrol- tion h\ catchment Area in 19711. fable III enabled enrolment ments in the counts from 7,990 in 1970171 to 7.472 in torecasts for this level to he made, 1975.7(r, 1:;itnirhttion of demand he catchment iirea sho\\s decreases in S I, liS and CI.. no change in (IR and in- 13 I \ROI \ IPk().11( IIONS creases in IC. EC, FK and GT. These divergencies+sill he taken into account \\ hen considering possible rational- 1 urger demand for first- And second -level education is risen isation alternatives. Ini a1sles 32 .ind 33, and enrolment projections hv catch- I he first major point of interest to emerge from the ment area in '1t111 es 34 and 35 respecti \ potential second -level demand is the sere significant dif- 1 he projections for first- level education nerc calculated ference het \\een "/71 and 3970 in the proportion of higher- from the projected age-group statistic: and the targets. I he stage enrolments IIthe\ trious catchment areas. The forecast 'hors an increase in enrolment rates for 4- and 5- sear -olds, an ,11M,/4 +1c,itt1 rate for 5- to 9.f ear-olds I 1-1111 rh, cnrhhnera so J. e< Lre taken 511 the Pro)e, 01 enrolments Cr foot- mijltomil-level education. 1975/76 INMI.11 Iin-ohm:fit tit gr,t,k, II I (hrsi ind Admission itrid tt.lention ritetargets tsendleelf, 1975 76 64-ilt 11 4,1Ts.a,ra and rcletticonlar.gcts1pct,cntqct II III l' ,1 41 2 I 2 4 1 14 SI 451 415 4t)4 31)7 371 10 0.97 0.90 0 S0 0,50 101 107 90 N7 I117 NN ( )t 1105 0 95 0 80 0 80 IC HI 122 136 144 157 0,05 0.95 0,95 0,50 0,80 57 50 46 55 3) 0.95 0.95 0 95 0 So 0.50 1K SS SI 91 0.1 61 0.95 0.95 0.05 0 SO 0.80 62 135 04 715 82 67 0.95 095 0.95 0 SO 0,h0 GR 55 52 (55 70 48 0.75 0,95 0,95 0 80 0.1'0 CI. 55 1)9 1)7 73 95 0,75 0,95 0.95 0.5o 0.50 Ci t 31 35 51 47 36 0.75 0.95 0 95 0 50 0.1)0 ( 1111111Sligo 049 1 024 1 029 1 055 902 1F11I 11 Poto01,11 detniold bs. crtchnient friedid tge-group for the first lcs 1975 '0 Ort'h ,t VI 14 Toial Nt I ou1 0'0 0 S I 255 1 735 409 421) 2 800 3 244 II M 51 255 III 91) 548 741) 04 732 203 210 1 209 11)41) C 31 256 75 60 431 381 (K 45 429 130 NIS 712 003 RS 49 271 70 75 474 57)) HR 19 262 53 67 451 457 54 263 S6 73 476 601 G 20 11)0 00 45 311 21)0 Count) Slie.o 646 4 410 1 236 I 173 7 472 7 99(1 Population 557 4 049 2 524 2 424 10 449 10 449 Iiirol. rate tperLentagei 75.s RIO 50 72 76 t 5tH I35. Potenti.d dcinand heak:ittient area for the second leel. 1975 76i Year 1 oxen 1141111 Iola) 4 siage sup: Ill SI 405 415 IhN 319 245 I 265 504 1 832 2179 U SI NS 50 53 265 133 401 115 105 1111 110 10 93 331 -.100 53! -iil IC 54 511 41 143 o4 21)7 197 I.K S.4 09 30 73s 105 343 194 BS 61. 70 53 61 4)) 11)4 0)1 21)5 1S6 ,s HR 41 :17 44 41 122 63 155 115 CI 63 S9 42 44 11)0 1)0 272 143 (11 14 ;1)7 41 126 118 11101 911 '1)7 5-3 822 1 360 4 152. 4 007 ,4 Ih1,1 111 ,Cfh,r 11. p `, (11,1 tr,r Lic,, Er.: .1 potential detn,ind for the itt\\ a 54,1126: remmi,,,111110t !low o cr. in other catchment ireis, especially I' K. 13S, G R I he Mnires relate exclusixely to (,oiiiit Sh minds ,ind and . enrolment in higher-stage education may increase should therefore he increased he some 4i111 to take account hy two e en three tunes the 1971 figures, Finally. the of pupd, trill outside the c.-oont) who are likely to he ProJcsitions must he considered within the context of the enrolledas boardersMer-all, second-level enrolment current seeond-leel educational reform and the policy of should Int re.t.t.: from all,mt 413)41 FL] pik, hi 19711 71 to Thou) ungrading some former junior voctlionol schools,' 4,550 in 1975 76,tit MCI C,I,C iii4 5 per eent In (Monter. 'V and VI. possibilities w ill he examined for I his )%er-all enrolment tro:reitse differ, h) catchment the rationalisation of the first- and second-level school net- area both in nature ;inil in scope. ("int:fitment ilreAsS I. works in the Iinht of this projected educational demand. arid , with well-de% eloped higher-sLige enrolment, \sill not espenence much 03,trigre. except nk..rhaps lor 1 Iiglit I 1 ht kh1,0jhr bolh 3 'r and higher .dagc. and 1111.' increase in enrolment rate, for the rele,. ant age-groups. 51 V. Proposals for the rationalization of the first-level school network 11(w. Mg theimalysis and diagnosis of the first -level 1. Schools with enrolments of less than seventy-live and school network K'hapter th and is ith the results of the those v, ith enrolments over seventy-five. 1976 protections of first -level enrolment (Chapter IV), the 2. Urban and rural schools. purpose of the present chapter is to C".:ifilitle has the exist- 3.1971 enrolment figures and the percentage change over ing school netN ark might he rationalired, the 1966 -71 period. Se\ eral schemes could he considered, some placing 4. Percentage population change for each school area emphasis On social fi.ictors, others on economic factors and during the last inter-census period. still other-. tt, pedagogical factors. Furthermore, rationali/- 5. The year each school was built, ext.:tided, renovated or ing a net \ork mav not imply just the eonsolidation' of consolidated. existing school: (by setting a minimum standard of site 6. Aecommodation by classroom and type of structure and phasing out the smallest accordingly ), but could ;ilso i,pi.irrnanent or pre-fabricated). im,olve the division of those schools considered too large 7. Schools' heating and is:tter supply systems. frompedagogical, administrative or economic viesspoints. S. School grounds. I lov, t.i Cr. It csris not possibleit hi it the scope of this report, In addition, the rate of urban development and the level of insiev of the Int.ians ,o,iulable.' to eoluote the full range employ ment in agriculture tas considered for each school of possibilities.ItivasIlt:ie\S:11->, therefore, to favour eatehment area and the population trend estimated for each certain rationalisation criteria and so :mention iLis con- toy, n, fined to the consideration of too main schemes: detailed analysis of each school of less than seventy- 1. R Lit ionah/ittion \ithin the frameia ark of the national !tie pupils was made. including the examination of the p lies ,hich excliides the one-teocher school. characteristics of ncighhimring schools and of possible 2 It at wall/atom'%kithiliceptimee of the one-teicher problems emerging front any transport proposals. In this school. regard. the geographical location of the schools on a relief and communications map stis fulls considered. 1 IRIS the preparation of proposals iaas highly empirical. First scheme: rationalization stl()R 1-11 excluding the one-teacher school \I PROPOS \I S From this analysis and hy further iterative processes. the it he criterai applied for consolidation ,ire essentkilk those consolidation proposals detailed in Table 36 .sere made. from the school net%ork policy adopted in Ireland Lind 'fable 37 summarises these proposals and NIiip 7 gists the surunairi/ed in Chapter II, page 10. geographical location of those schools for retention and phasing out, and also of neu schools to he built. \II 11101) hus. implementation of the consolidation proposals could involve phasing outfifty -four small schools, or Rationali/otion is enisaged int \Yo phases the first deals nearly half the present total of 107, \kith the rapid consolidation of Cr., Ninon schools in the Ohs iouskimplementationispossible onlyv. ith the short term. and the second outlines proposals for further agreement of the various interested parties and it must he impio einem of the net ci,orkin the medium term in the stressed that the proposals in this report are to be con- light of the projected educational demand in 1076 for the sidered solely its a reference franinork for possible nego- difterent catchment areas. tiations at the local level concerning an actual consolidation I hese short- and medium-term proposals :ire based on a programme. classification ttcpologsI of school, under the folio \N mg heading:. in lhcase em c oternet, untied re,poWl shrr the rathatalt:ation,1the lir,t.itqej rehilnl network I1 lb i d,h 1 10r L h(),, ',11111under ,eecnti -tier er110111101t 119'1Iiurea) onsol School enroiln Teachers siee SC Iugn3g.,(11 16, ( ,trne ((iR) 33, to RdtircormdcIi) ()Ls 3 120 ( 44 to 11zolaili112 4 160 Knoeknf red 12 betoken .1t., ;«,/i1( 113( 161 ,Inc! / i 161 12. IMi KilInuwo,,en 35 bet%ccitarraroe 1 I^(, 1,6 mid .19) 134 4 160 (P)1 3,I es nes (Pr 9 to Central (10) 113 3 130 36 to (iii/adda 111 130 K iiI.i (i it 61, 1)ooca.tle II( I 24 to lltowl,/(.0(.1( 35 120 1331 In,,tileenf 60 to liallin,i,arr,ot 1119 130 ,IrroNNrcqh 25. (1,tfr(g315 30, Knot:1%111 lA 20 to Halll mote (74 Lind 04( 255 3 13013 3 121) (1 I(' (1oon,(gh 26 to (tell 1o" 133 4 16(1 Ca.tlefoek 45. ticn,tda (III 33. 1)rirnin,t 37 (of NA.h1211 10) to Bc,ralo iG, 74 164 160 t'arnfra 24. (',Irro,A more 54, \ .honn 66 to ActIL h,Mrl 144 4 1(4) 15111oran 13 to Ro, 61 76 Iuhhereurr(P) 0 lo %tGilaa,e1 ( etaral fPt, 1).)(,.(ht/e 24 to Bum/H(4/0)(1/\ I ( KlIg13,547 toeue4tdhar 105 3 120 Slok,Lric 52. Colleens 53 1 o( \Ahich 271 to (1,,rivaa 56 165 4 16(1 I K 40, (iortn3rnard 15, Culleen, 53 (of which 26) to 1)r,m,ae hill 179 4 160 KIlleendt(11 54, I),Aenhe2. 72,I aske. 40 to hers tw,A,et Coaral 175 4 160 Kilrusheitcr 42 to I orirletcrrace 49 3 120 Skreen WI 14 to 50, Centr,1111)1 IIS Drom ird 27, 14311 lig 57 to /1301 Park 105 159 4 1(4i Killinaeo %ken (Sll 35 het,0.0:118alloodart. 123 {r 191 and Carrara' (ST) (a 19) 142 4 11',0 I 4,..15.1g.11 1.) 27, Colloone, 32 hetNeen (i,//()((ney (8185 24) Lind CollocrIelIf,' 7,5 (4 12:111) 213 1 120 13 3 1:) (i \koodtie1d 13. 1 e,31(:( 0. Itthheretiri, 9, ilallisodAre 17, RI\ ersto,,511 20, Skreen 14 (old ( ollootn-:,.15 to .5 CK ("011,,,,,tei Central I PI' 109 120 GR 39 to (irwrge 105 134 120 Mulfightnore 19, (2,0telgal 45 to of 46 I Iii 120 Drummons 25, 1)err,13han 42 to Balliritrilthk 31 915 120 (I 113111n.loon 16, killnr.ictrdrinc 35 to i/re,/(,0,0,/ 3o' 3 1211 \iount.to01 15 tot 01. Sr. JAIlle'N' 55 e11 tor tehich 26) to (i..IL:h 54 80 '51(9.1m-1.0,01 I5 (01 khk.h 91, St Jame, V. ell 53 of \hi,h 26 to We voi R6 ('oolho51, 29, Knoek,(1,1.,,,t 211 to IsIlierkt,,,tri Ist Its 4 16) tiloonitteld 26 to ,S'offk 76 27 to Th//mt((Oter 1211 Sooe51 145 4 160 Ro.erstov(.nPb 29 to \ Collo,aret evil,! (1'). Laek,11 2' to C,,//,, ,/;(1( OS) ( loon1oo 29 to tkilifiehow 'A) 119 120 5nr.,tghinorc 51 to (i,,rtecn ^s 106 120 K111,1,.ille 61 10 Mornnadlot I Keash titer re,erama'gima, th ,irrou has egiaa! er:,,Irncr3ALI?) CalfLdda ,t1 to cited a rile start ro,rd Ho ,C.er 1he or in,,c schools in( s fixed nn the fait that kea,d1 nvt against heo.sh,qr in and B, rs there, ( ,Iltadda a more Al 1hr .mire ,e that area re.ent n l'gnmaln his sits su pur Is and is 0.c.1 .11 the main rout the area of these 'Ilree s onr orsin. 1 rung ,A111 shorti, only ,Jpro,1 one sLh, ol'1 'he te4L. red M17191.1111 site,:1a mid seem lhar a new ,entral he foc,ued on ihe mars road .lnu to -A :hoary Cream er, cadre where some .cl,re' tis pres ,.rd 1 VII these Prole"oa,t are small and the bast etpresud the f, 1.-^ 3 1%,1 s in 1,1',1w-cr rem thcr ,our hut shruid ht sons dered here /r1 ph r g s would rno,e I^ vtis I) r 1' Pr 1 he consolidation proposal, ,unimari/ed in l al &e (2 are fort each.kk [tile the Ina \ intim) number or indeed quite radiLal, inkol sLhool elu,inz, ht catch- pupil, recommentlet1 per elas.room remains thirtt -Ilk e. ment area rangtry from 4)) to (4) per cent. \kith the e5eep- I he correetion ot this apparent imbalance In e aininecl later lion or Si.1 he mator etleet of ,th.h dld,ttlutl kkotild \k hen additional accomnio(Iation is considered. (see p 6(1). ht: to 111irci,e. the\ Cr.ige ,1/t.! of ',Lilo 01,mid 1110re i105c1 relate tht211- lii%I.f1h1.1t101) to 0.1,tt i,l the population through- ()tit the ount> ONS01 11)A 1 ION IAA I CIS ( onipir15011 he catL1intent area oh Ilse3%.01,thle p1,3ces ,ifier eon,oltdation f5t(prIt.tg(tlin.1 the pro,,,ected onsol:(1.11toil retiti(..c, cosh h irtyro ine the pupil. teaeher enrolment, l'or 191'6 (potential demand( indicates certain ratios, hilt in,:rca.c, school tran.port and acconin ()dation disLrepaneiesIlo%k et er.it should he retnemll red that on oo,t,. Fitt:et, on recurrent costs ;ire summari/ed in Table the suppl\ side stan(hird ela,srooins. ht reotilation. hate 35 :3 Map 7.Rationalized first-level school net- work, 1976 IiirNt-lei,e1 school for tlecloproont Count!) 6iigo X tfirstlevel satiol for pthisirtst otit IirtIeeI sehotil tile) to he built I nal ?nen". :a se Ma, °an, l'rotei,t;int SOO* 150+ Sexcende'rroads 2005001._ 1,0 00 mustrtit=rel 10 i'00 0U a.m. Catchment Weil tana,claref 1{) 5 9 16 20 3. 5 Pc0Itreo; 1' i`o.,sit5le Lonso11,1,Ltion uI ( onti)Sligo f1E+1-lees) tr ki 1/41 I( II lilt )041 1 nrohneni 071 3 24 t14o 3S1 611/ 57)) 457 661 286 7 9th} so .Lhool, 19-1 s II h 5 II) 1(1 15 5 107 schools under5 enrohneni 11 11'1711 15 10 13 4 76 25 ,chools to ph,t,e out S 54 No schools I 5 4 h 2 Ci)11,011drittid rs,a11001., 1 edehers (1,t,toorns 120 4 1 '6 4 160 5 4 17 :00 f. 240 6 :40 4 4 Pupil plies. 3 2s0 1 120 440 640 6s0 450 650 240 S 400 Proleoed enrolment 10"6 2 5611 544 I :119 411 712 4'4 451 476 311 7 472' "10 :110 4 mrolment eh Inge i 0'1 354 . 1(0 co Er 185 + 25 518 Pereent,ige entolin,:nt 19') -7(4 12 12 12 1' 1 2s 11 6 ,rntr I 14C, S oiloo rice rProt ,rtanAard ,rla..erroor yrc forts pupil pia, cr. one tea.her per ,:lt....00rn 1r.dirng rn Krlirera.tr. tor ,.entri!r..11,, at /I rghroro,rd ra41 tr.krrre tee.ond '50r, veep artr.rp pion taree; tI alirir for vra,dr,cr,.hange e e H1 Uric lonriergarten earn curial and cirlIrce rnor.emenl. to the see, nd lest) prunes negati,e }. or t..)rrtp,irp,ori. cost elf( ck are short fl,e paratel, for all- accommodation attributabletoIII,:consolidation is courit, saools ;old for the consolidated school;. It is seen £92,50t).i his is an overestimate since some :teeommoda- that there is practlealll no change in total e\ penditure for tion ,tssessed as Iraditionakpc buildings \Nould be pro- either group. ( ost-,ise. the rationaluation proposal sirup') ided (us mill he Seel) Inter) (is fess expensive pre-fabricated cause. ,t transfer of the sin mg; front better utili.ration or buildings, and no account has been taken of the value of teachers )11 the consolidated schools (pupil teacher (-alto closed sehools. changes from 24,7 to 29.S) to the pros ision of transport for those pupils vho:e sehook are phased out. fle,.is of proposed consolidaiLon on accommodation 1ccordingl>, the percentage or total.expenditure .111 Lo.as tin 10'1 prk.'esi teachers decreases from ',1-4per cent to s4 per cent r or 1ddr1rnal and to 79 per centsir Consolidated schools, ine.in- L, )1,7,Sialntl ar.,orniliodarron \ hile the share enpeudilure on transport Jumps re.ad for I sec '1141 airribuirahle co Iiroirri ro,rlIttarr. r ar..ormnodorronl LOn,1,13iion toI-., :Ind 211 per cent respect icl1, increasing the propor- tron of pupils carried from 1(1.6 to per cent 01 total st Suruher Cu Nuruhcr cot ct enrol )Merit. I rad -41 145 o00 21 ' 700 19 70 300 I he aver -,illunit cost per pupil remains the same for Pre-t ;lh 3.2 s0 2011 s 37 000 24 22 200 all cousin consolidated schools. IIninescr, the teacher cost 1s substatitiall reduced Iron t'.6.1 to E53 per pupil for 30T 1t 207 201) 2'; 1) 4 "00 41 111 5%) the ,:onsolidated whoop; ;Ind itis this sal, Ins a li1J1Crhthh:s --ur) psr room fora frr,rir syitstandard ,tasroorn (IP, lb per .yft. using the e penditure l)n transport to he increased signiticantl .omen loci Sodding le.herquec) ill dutation Data ,Cier.craI purple room r, lrirg.r. In `Oft troll) El to C.13 per pupil. I}, or,111.0C, repl.t.ernerit ar.,oinirnlatrun ner.c.,ar, because of the age and 1.0[1- \ c.oinmod Ilion cosi, due to the consolidation are sum- rrf.Lrt 1111 kds and general purpose 1,0;714 required Ihe refried marved itli able 19Itis seen th.il the cost or udditltrllal ,r,rrul11,11,1 ,stn he elfe.tr.els Irut rodoi.e.1 I !Ice', )he coriro)[1,11tirrti rexuuent Coo., f SierlIng10'1 prtee., re3 her her Cirrer .ost Per Per Per Per r,J let her pup') Total pupil s_liorl. 431 4's 9(mi 46)) 56: 55 ( orooll.1 26s 2,f0 4 227 254 60 ),1"es \0 V S SE.4 57 1 Is' 010 67 \ II ,h,`0!, . 5 I'III ( ',111 "I ilt r 111 1-n11 rir k p' r..erIrre..ci Propofii lot dird)i,,,Hb:atiem whooi (irk I ¼B1 t 40 Possible Lonsolidation elleo on stairing ind transport icishers for Staff redcrlos went 1 erolment 1,sge PI r,.010 proposed ¼,e P 1 r,o:o Trpros addl6or,,11 sonsoltd 51.1IT 61'1 1 CIS 'I hi 5 {-1,rril, for trahsporl hool 1 'hi 1 1 Ashool A S 10,S ltm Ni . 4 271) 6S 156 4 I 30 I 4 30 I 44 125 4 32 0 4 12 0 32 114 4 33.5 2'' 4 335 30.9 19 163 101 113 3 25 Is 2 56 120 5 20 0 3'0 1 4 1 55 17 1 109 4 2.7.2 4 69 9 2:5 23 9 3 23 7 3.. 2 31 9 1 2 2 s7 255 15 S 4 31 2 26 164 21.5 2" 3 55 143 5 1 24.0 5 25 s 1 75 3 '6 25.3 21.5 25 3 15.7 3 15 204 I ( los 4 4 27 0 47 165 27.5 5 3311 to 3 1 27.1 1 79 126 1K 1719 25.6 295 1 90 17; S 25 25.0 5 1 126 4 22.7 24.7 3 10 1 29? 1 2 42 258 liti 159 5 25.4 31 5 5 1 54 142 355 35.5 19 212 I 30.1 30 3 27 lt19 15 5 26.1 4 27.2 311) 3 3 I 9(f 220 134 5 265 4 333 110 5 22 0 4 27.5 64 9S 4 1 3 IQ 32 6 .11,1 3 I 67 160 I 11 S 15 4 275 1 51 94 4 2o 5 3 313 35 .2s 7 3 2.5 7 35 13; 22 5 5 27 o 1 49 76 '5, 3 25 3 26 4 24 7 4 3 232 2(' 15 1 27 253 119 4 I I5 4 21.7 29 106 I 26.5 25.0 3 I 5 '5.1 5 50 iIi SI 4211 151 20 247 114 5 29 5 IS 11 1 752 I Irsi,red ( Are, rJpil ted.htr I 1k.11,1,1 LItrsooit ttmc.3,4.1.,s, the ,:,it,hrrew .ircA to ,h1,..hp..1p11,x111 hc utr1,,i,rted IUi l'gri,csi IlmAcs,:r, the proposed ration:ill/Mimi, inits totalit,., Clocaugh: (iR, Cants: CI., Mount-tom), St. James' must he u5tilicd maiiil> on pedagogical and social grounds Coolbock. knockal,o,sa. Kilross: Cloonloo. hus. if itis finalls considered that the correction of iii:111 The group consists of eleven small schools ith Ie.': than CAlst111g ikeakneo,e, through inttlerni/ation improi.einent thirty-115e pupils each,inrive catchment areas, V511.0AC of transport proision. reduction of' umpahiled teachers , pupils isould he transported to sesen larger schools, The improi.ement of pupil teacher ratio,ink.1the suppl of re, ultant increases in the pupil, teacher ratio: range front 20 facilities suitable to the introduction orIlie rjormt.d eurri- to 5)per cent, is ith an average for the group of 3(1 per cent. eullili justifies the additionalcost inioli ed. then this I his increase in the pupil teacher ratios \ould enable alternatiie should he ,t(topted..I ,thle -Wand 41 summarise the unit teacher cost per pupil to be decreased from the the effect, of the consolidation proposals. present £54 to £37.5. -I his wuld mean a total teacher east It is also useful. \slit.'.11 consideringiii ardor ot priorities. ing t3f about £16,501) to classify the schools to he phased out into three groups 11 u.s es er. additional 'ransport required for 252 pupils at , i s sho.ss an the follosk mg sections £.25 each amounts to increased costs of 4:7,0011.11,0 elei, en additional classrooms, including general-purpose rooms I (16 repI ipre-Iabricated)ita total cost of about £4113510, ssould he [his group s.onsistsiithose schools sslicre phasing out iould result in ,1 Last reductiuri ,Inch unprosed pedagogical 3 I; er,' led Vtd tr ,hcr. IrIrsr,1tel.11rrs conditionsIt \I, Carros ( arrigans. Knockrninn.t. :1P 57 Pan/ t1ta 1 NH{ I41 AtALItttorit1e145sr04)titttecoturneklattonrequired .0 the smaller ,:ott,o1141,1ted 54:11o()15 acorrn 15:6,m clasero,nit rryu,rad 1.:10%Ing 61,o1 Y" e or Year of conflaruar sdIvr 1, t19`11 V 11 of [14141.1 t),h, a,cer, Is or 1151,5 SI 3(4,11eortv)4(; 1N 1952 1040 1)1,1)411) 15(+ 1 2 /959 2 1 2.5 1920 Strandh111 [ _2S 1957 I 1,O 1900 C'arraroe 144 1 1952 1 I Ill 1898 fiN1 ( ulf,14.141,4 113 10 54 i),7 1955 141,1111-4)4143,:n1 120 1900 4 1931 11,111m,tearro44 109 1 1 0 1955 14)11)mote 25:s 1909 5 1953 1 ( (-.4trr!, [31 19615 1 (I I 1879 lientt41,1 I/54 1054 1 I.(4 19o..15 \hot-)1(1 141 91;r1 4 ti 1955 Ro,.101..1411 pm2 7.6 1 0.5 10149 ( (,11412,1h4r 1(15 5511 0.2 1901 rorh,(11,0 105 4 1959 I 2{1 15tY) I K 13contore e,t' 170 4 IV 5 195'0 1 ,4.14c,,' 175 I S43 4 1 0,6 1965 1 cnipletcrr.to." 91 1162 U.S 2 196V HS 411;th Nrk /59 1070 ' 1'453 14,1111osttre 142 1 1 s 1595 ( 212 [0711 I I 1 5 4 194)) 409 oltootte, tI1t1 1551/ 05 11) I 'XI() ( 134 (v 1 )979 1 1 1951 ( 1111(10' 110 4 1014 1 I.0 4 195)1 91 1945 1 I 1 0 4 193.4 ( 1 1141,4,14,41 111 1595 3 1 I 0 4 1915 (;cetazh 91 1 1911, 1 4 5 1,459 (11e,41111 sic 1950 1 1593 1.15 1 19:0 1 II) 4 1925 St+ttcis 7f, 105( 1 I.0 1947 iiiihrttogher 145 114711 1 III 2 1919 (i1 NI tii1,11:hroc 161.2 17,'00 i)5 196,4 ; ttr., ortcL:r I SV3 It 188.5 r1 Itit 51 5 40 107 ir nil 0,11 prc 1 .'b 1 44 son,41 .v04:4 Ilee, n requIre1 lic'tcrs tc.1,,hool req u,. rc,1 r required. AIkrvcirig for the service lire' of this accommoda- In conclusion, consolidation of this group (A) ill eleven tion. the :mnuated capital cost Ii,00ld amount to £4.000. small schools merits priority attention because tot the cost Thus the additional cost resulting rroni the consolidation rings arid intro\ ed pedagogical conditionshich propo;ttl, %01041 he £11311111 result. the net annual sa rugs achieved through con- solidation could he £5.500, per cent of the total (IrrOip budget for this group Illschools.I his is a considerable sating. vthich is further enhanced because it isaccompanied his group consists of thirtii.-too small Of irtechuni-shed improsed pedagogical eorkli(ion5. The number of un- schools in eight catchment areas. 1 here phasing out v. ould qualified teachers emploed would he reduced i'rom tineto result in I.:(411:11C.InI costs but improved po.lagogical condi- one, and teachers %ould hate responsibility for a lesser tions. 51.I ugnagall, Carne, IINI, Kiliimtdie. Doocastk: range of grades IC. C,tstleroek, Drintina Carmara, Ciirro more, urthermore. out-dated schools'thou) Adequate heat- Nchonr.: I.C. Stokanc. Cultecns: I K, (iort- ing .ind \idler suppl facilities %ould he closed and their namara. KilleendufC. ()%44:rvht.' Iltv)415e., Kilrusheiter: 135, pupils might cnios modern here. for instance. 1)roniard. 11,. oodliellt Pi.1 e tie\ (1)).I ubber- tat the tic cots -urge cla:sroorns proposed 4or L'it15111g. 51l date ciirrll'i. liallisodareiTt. Kit ersto MN. Skreen(1)). Col- Iron) the nineteenth century si\ others are miter forts sears told 1 kr.1 re 1,, 11,1e reit red 1.V11 Propo.wic her the rationali:ation at the first-level school neiwrJrk looney (P);GR, Mullaglunore,Castelgal, Miimums, capital costs for additional accomni,dation must also he Derry lahan; CL, Ballindoon. taken into account. Although in each case consolidation appears justified bs the net result is that the consolidation proposals of this the standards and criteria adopted in this study, the fact third group cannot he justified on cost grounds. It is neces- remains that the relative dispersion of the pupils and sary, therefore, to assess whether the expected improve- schools causes the savings in teacher costs idue to better ment in the quality of education might justify the increased pupil teacher ratios), to he offset by increases in transport costs incurred.' Unfortunately, within the scope of this costs and additional capital expenditure on accommoda- analysis, it is not possible to make this evaluation. The most tion. that can he done is to give an over-all assessment of the Pupil teacher ratios would be increased by 15 per cent general coherence of these proposals` for the short ani.:1 in some cases and as much as 75 per cent in others. with an medium terms in the light of the earlier analysis of both the average for the group of some 25 to 30 per cent. The school network and the demographic structure. consequent teacher cost saving per pupil is about £15, or a total of around £211,500 annually.' D. THE SCHOOL NETWORK IN "tHE On the other hand, additional transport costs %%amid !MEDIUM TERM amount toabout £26.000.' The capital costs for new accommodation, which must also he added. are already. Lacking precise population statistics and sufficiently de- indispensable in several cases, irrespeetive of consolidation, tailed information on the rate of social and economic because of the obsolescence of existing premises and facili- development for each catchment area,'itis difficult to ties. However, there are some exceptional eases sshere estimate enrolment accurately for each school up to 1981. sehools built during the last decade are also proposed for To make decisions on location it is necessary, however, to closing. On balance and from the most optimistic view- prepare a rough outline of the development of the school point, the consolidation proposals for this group of schools network in the medium term. (13) may he considered as not causing increased costs. Such an outline has iiecordingly been drawn up by resort- Since the proposals for this group cannot he entirely ing to certain principles of school network policy (which justified by economic considerations, the question remains are open to discussion) and by taking account of the as to whether they could he justified from the pedagogical population trends in the various catchment areas. and social viewpoints. Firstly,consolidation wouldenableschoolsto be i.Principles moderniied and have adequate water and heating systems installed: obsolete premises would be phased outIt also (a) Itis generally agreed that decisions for the long-term implies adding multi-purpose classrooms, thus facilitating location of schools should rely mainly on the rate of the introduction of the Ileik curriculum in all the consoli- population g,rossith in the various school areas, ensuring dated schools. FUrtherrnorc, by elimMating one-teacher that buildings are located in the most dynamic centres. schools-- hos, ever jUstified these may he in some other The implicit assumption isthatif the school is to countries-arid replacing them with two or three-teacher become, asit should. a community centre for both schools, the pedagogical conditions would he considerably. young and adult generations, then it must he located improsed. Finally, these consolidation proposals would in an active environment and he easily accessible. also provide more equality of educational opportunity for Accordingly, it is desirable to locate schools in towns, pupils lining in rural areas ss ith very scattered populations in villages ss it h growth potential, or near to the main oss ing to their remoteness and consequent travel communication routes. costs, have been disadvantaged in the supply ofsecondlevel (c) On this basis, sonic schools in remote and declining education as Sidi. On balance therefore, it seems consolida- areas, proposed for consolidation in the first phase, tion could he justified on pedagogical :mil iiociai grounds. would themselves close later in a second phase of con- solidation. A decision would also have to he made on setting a maximum enrolment limit for the development iiiGroup C of the remaining schools. (d) Demographic criteriaare usedfor estimating the his group consists of cies en schools in seven catchment growth potential of the various areas. areas. ("airy. Knoeknarea, Killmiicossen; 13M, Keash, isancena: TC. I.C. Kilglass; ITS, 1 ackagh, Col - WO 51 ftmpi jots s looney :('I., Bloomfield. GT. Annaghmore Comments made for group B are also true for group C I Ire arials sis focused on. 1/4s ith the pros iso that the consolidation proposals \souk.] (:1) IdentifIL:all0/1 of the school areas with static or declin- unquestionably involve extra costs in this case. ing p ipulations. The proposals for this group do not reduce teacher costs since. asis shossn in table 40, the pupil teacher ratios remain about the same for 1976 as for1971, and the 11c 'n; rapd, decrease in enrolments in certain catchment areas is not Lola completely offset by a reduction in teaching staff In addi- mewing further aav, from the e,onom, pttrnum b, What clien! (there tion. transport would he required for osei- 400 additional t.riJmum' 4 %s nit, he rtmembered (heft are honest on rela,nclator, ,racrna causing further expenditure of user .1:10,000I he c 14'1 population ,cmas hglres 'Acre not r1,411thlt at the lime of urr(le,t St) Parr (h) Identification of viable growth points ss hose schools are in.Rertilts likely to stirs ive the second phase of consolidation. It emerges front the analysis that two toss ns, Sligo town Inthelightof the foregoing assumptions and taking and Tubhercurry, will continue to gross at the fastest rate account of projected enrolments for 1976, we may txamine and in so doing will influence to a great e'ilent the over -all the prospects r,f the smaller schools consolidated in the development of their catchment areas. Table 25 p. 46) gave first phase (or short term). This is the purpose of Vigure 4, data on the total population change by catchment area ss Inch plots the enrolment trend to 1981 in two and three- from 1951 to 1966, on urbanitation and on employment in teacher schools. It is seen that the enrohnerit decrease may agriculture.' It nay also he observed from this table and s teltin some of these schools that the minimum site Map 6 (p. 45) that the FC catchment area appears to have figui c as ill no longer he met even by 1976 Guidelines on the reached a stable population. An increase may occur here nature of accommodation to be provided in the light of owing to the development of tourist actisities and also to medium-term trends are given in Table 42 for all catchment the geographic proximity of the grossing cvital toleof areas. except ST which is discussed separately in a later Rallina in the neighbouring county. In brief, ST. TC and section. EC will probably. improve their population position com- Table 42 shows that of the tsventy-eight schools consoli- pared to the remaining, C s ch inert areas in the county. In dated in the first phase, only nine may actually increase fact, BM, EK. HS. GR. Cl. and GT may experience steadily. their enrolments between 1971 and 1976, apart from merely decreasing school popuhitions.: absorbing the enrolments of the phased-out schools. Of Ithas also been assumed that any schools located in these nine, increased enrolments in three EK schools are toss ns, sillages or on major communication routes auto- largely due to the higher participation rates of 4- and 5-year- matically enjoy an advantage and will benefit from the olds, which were rather low in this area. The remaining six phasing out Of other schools to maintain or even increase schools are in the IC and EC catchment areas where pros- their enrolments, pects for population growth appear fairly favourable. By contrast, enrolments in the remaining nineteen con- solidated schools may remain static or decline. As the enrolment sire of consolidated schools in 1976 may vary NBI t 42. Nlednutt-term trends and nature of accommodation to from 45 to over 200. the urgency or priority of the second- he prodded for !,ehoo1, (excluding ST) phase consolidation cannot as yet he usefully assessed. I nrolment trend Nature of fosti phase II o\ ever, as mentioned earlier, the medium-term pro- and consilidation consolidation budding spects outlined in 'fable 42 can he useful in reaching deci- Ir I 14'n sions on the type of accommodation to he provided in the firstphase of consolidation,i.e, whether construction 131 Culladda 113 .;0 pre-ah RunInadden 120 90 pre-fah should be permanent, temporary or pre-fab. The table liallinaearroas 109 79 pre-fah shows that of all twenty-eight new buildings proposed in t1.111.raote 255 201 ionporar). the first-phase of consolidation, seven might he permanent, (B , (1) nine temporary and twelve in light pre-fabricated materials. IC Curr, 133 152 permanent lie nada 164 153 permanent kehonr) 144 161 ncxs central ,a3mol Koeklield 76 95 temporan, I Industrial development in Tubberaurry town has been fairly rapid and existing VC Quigahar 105 I's permanent plans indicate further development iSee Table 24fA tendency for small farmers to become industrat workers. while retaining their farms, may continue ,o the 165 182 Corhlla permanent mutual benefit of agriculture and industry in this aaishmeni area I K promore West 179 206 ternporar 2 This estimate is based on 1961-56 trends andit cold well happen that in some I .1.1.,.e. 175 202 nox Jentral areas, perhaps BS. resersed trends could doelop ,:hool I empteterrace ,,1 Its temporar BS High I'ark 159 165 temporar, Ilallisodare 142 11S tern porar) Colloonc. 212 197 tempo rar. ( ollooncy1P1 109 S5 mess cilltral school FIG t:Rf4. 1(.)prsite) Ertrtdmen, trend to IC8I in (ao- and three- GI( (irange 1..4 102 pre-fah reacher ac (idiom, 110 109 pre-fah 97 NO Ths below the shaded area only two teachers are iosITficd. the upper limit of the Ballintrillick 35 pre-fab shaded area represents the four-teacher threshold 1stopolating present Ire nds to ( T. High \Nood 11)) 50 pre-fah 1976, enrolments at hloslough TC). Hallyweelin(GRIand hlullaghroe In TI wits base (icoagh 94 (3 pre-fah decreased to the point where only two -tea her schools are warranted, by 195t this CS may also he the fate of C foghogue (HMI Cloomicool ITC I. Corhalla 11 C1 ft athlee I ',learnt Sfy pre-fah 11K1 Ilfgh Park (BSI and Grange (W) 135 12 In e. na0,.% 11 11rS pre-fah Taking thefirstthree schoolsMullaghroe willhest been aonsrlidited with Scares 76 45 pre-fah C loonloo 29 and will therefore increase In enrolment, ldoylough and Pailyweelin must 13allintoFher 145 117 pre-4135 es entually phase out sansein the long term, a continued dealine seems ineit able and one-teacher sa hoots are not acceptable Of the second group. consolidation has (I T (iorteen 119 10' temporar). been soggcsted for Corhaltaf27 of Colleens{ nigh newn.ird Sallying 57) !sl ullagh roe ;116 III9 temporan. and Grange lams ZiO, loghogue Cloonaaool and RathIce then remain to be consol.dated in the medium term st I Propoqth for the rolionali:wifin of the first level'hoof network f Rossk.s Poi It BM Bally mo e BM Ctoqhoguo TC Cu r( y 130 .... 100 50 30 1971 76 81 71 76 81 71 76 81 71 76 81 TC Cloonacool Muylough EC Dromore West EC Corbalia 130 100 ...... 50 30 1971 76 81 71 76 81 71 76 81 71 76 81 EK Rath lee BS Colloonc,y M BS Collooney F BS High Park 130 100 50 30 1971 76 81 71 76 81 71 76 8. 71 76 81 iR Grancif. 130 1971 76 81 71 76 81 7 76 81 71 76 81 61 l'ort No I 1111: CASI 01. SLIGO TOWN 2. Second scheme: rationalization At present, Sligo Ton n has sonic 1.L000 inhabitants and ten with acceptance of the lirstevel schools of the follms ing enrolments; 583, 534, 513, 154, 216, 140, 114, 112. 51 and 49.! one-teacher school 1 hese schools are fairly sell located in relation to the residential areas of the capital. Hoy% ever, nth expected I his main ration:titration alternative is nol quite so radical in terms of the extent of consolidation required because it expansion. especiallyin the ('artron. Maugheraboy and includes the smaller one-teacher school. But first, smite liallytivnan districts, land should he toned and acquired for building new schook, general comment on attitudes toss ards this tyre of school is desirable. lake all developing tones. Sligo "tosser has taA o major school-location problems: the scarcity of land in residential areas; and the limited expansion possibilities of the schools. A (iI,N1.1( most of shich have passed enrolment sites considered pedagogically desirable. There are taw opposing points-a-vios concerning the one- teacher school: 11'hile the authorities have Het seventy Ik e as the mini- !.Itispedagogically and economically inferior to the mum, no maximum enrolment site has been fixed for first- larger school and is to he phased out Where possible; le.el schools,1I on ever,itisdesirable that a standard 7.Inthe context of scattered rural populations the impor- maximum site he set. 1:xperience in Sligo 'TO one indicates tant social and cultural role it may play for the is hole that the sixteen-classroom school yyith 560to (4i)pupil community n id the neighbourly community spirit it can places is maximal. A school of this site should have grounds engender in its pupils. balance out any inherent peda- sufficientlx large to accommodate playgrounds, recreation gogical or economic inferiority. classes and gardens, or he located close to a community. The first view sass01011,11 10he more suitable for the Irish centre ha). ing these facilities. situation in an 01:CD studs of the mid-I960s.' Accord- The three schools in Sligo Tmsn attended by over 500 ingly-. the policy being pursued by the Irish authorities is pupils sere not originally concek ed for enrolments of this to phase out one-teacher schools and transport the pupil,, magnitude. 1 They are idready overeroyveled, although the to larger and more central establishments. groiAth of the toss n's population must lead to further pres- It is of interest, however, to examine the idea of the one- sure for increased enrolments in them. teacher school a little further for its o \xn sake and to test the Thetense is appropriate for all interested parties to con- effect its acceptance in the Irish situation might have on the sider the future school network of Sligo 'Fossil: education- ration:dilation of the school map. ists,managers. the tone engineer, etc. Unfortunately, The one-teacher school is still found in most countries \yithin the scope of this study, detailed guidelines for the (though less and less) and its existence hears no relation to rational development of the netv) ork cannot he given. the level of economic or cultural development.' It exists for Only a general principles can he mentioned Mirch irdministrative.religious.languageand demographic should underlie the development of an urhan school net- reasons.It can he found in Many countries for similar ork for ;l toss n of this site. reasons to those in France, is hereeachcommune is entitled (a) An 0\ er-all school-toning and land-purchasing policy to its oxYn school (though there isaprescribed minimum should he articulated \s,1011111.11%.! franc cork of the torn acceptable enrolment). The desires of local minority reli- de elopment plan. gions and language groups. and also the tradition of teach- norm for the in:oat:aim school si/c should he set; a Ili) ing boys and girls in separate establishments, explain \shy rnaxintum enrolment site of about 3(X) pupils (eight itstill exists in some cases, 'The principal reason forits classrooms! is suggested, sith provision for some future eistcnce,however, is to cuter for remote. scattered and extension. declining populations. tr..)to encourage the maximum utilizationf both school and community facilities bypupils and the general public alike, the location of schools should he plumed I. MAIN DVAN I ACiFS ,NNI) to form part of an educational, cultural ainl sporting 1)IS DV \NI Vil.S complex. (First- and second-le).el recreational facilities. classes for adults: community recreational centres. such 'T he main pedagogical ads antages claimed for the one:- s libraries. music iiuditoria, gymnasia, sports grounds: teacher school are as follosys: parks. etc.) 1. The familiar atmosphere and the. proximity to the home Id) Special care should he taken about site access to the arc beth r for character-building: school, and traffic problems must he fully considered 2.I laving the same teacher throughout first-level educa- tion car. be helpful: before deciding on school locations. o suninntriN, the problem of the school nehvork for Sligo 3.Individual cork necessitated among pupils encourages tosn must be studied separately, using techniques which a certain self-reliance. essentially pertain to tons planning 1A:immure advantage: claimed are that itis less costly. than the boarding school. can he less costly than alternative 1 IF., fssr 1, An ,I,ec InI- Jr ,r1r,1),JHIn nen, Ur4.cit AC 'I he r,,h Ore r Unc 051 62 Prot,,otits tor the riltionali:ation,,t the tirsttelet c(hoIl rteihtort, Niit t41 xitem,,titisi . S,hooll for ph,,,Ing0,111) Irt altoro,t1,.e C? mloonurtd hul not ocn ne.essArlls 1,1r4 tit Kno,:kit.tred is tignogoil ( ,Alts .1; ItN1 oottriMi Pk 11 2't Kgosh I 1,atleerki N ') trrigLots Corrosreogh 25 ,) t hibberLturst Pt or iti 24 ( iirroNs more 54 Killoron 17; Uoocastlr 2,4 Drtitittio 17 kchoni t (q) tten.td At tit cloot)Agt) 2t, I( Kilgloss 47 Stokmic 52 I. '5kr-:,.1:t1') iortn,tnitra Is (24111cgns Ottenhee GlenCASIsc 1) I asket 49 Kilteentlull 54 Kilrushcilcr 42 Its liotltsoklorctl't 17 ( 1)1k)ort,:, 22 Killtit,to,ssen 57 ('olloonet is Oromard (iR N11.1 ,tgiimorg Corr. nailer 32 Gish:Igo] 45 Dvitt»wons 2s 1)erritlohon 42 ( I Mottnt-t1' .11 15 K.ilross St James' Well 52 Knois,t;osso Rue :rsto,Ard I') 2) 26 1 ,t,:ls,igh 11 q.1.11 I'd 61 IIt,,,,Wcto Killasllle timoghnlore I hi, i.hol has. ol rt./i,occ ph ied oo: cuing the .our,c vl the schools ins olxing transportation. and n1;ltht:the only school BoarkitH2 tor first- level pupils is a final resort and means of supply ing education for the more remote students. is not recommended, Contrarisise, pedagogical distidstintages named ;ire. 1.Success ck'peirds lilt 1 ht: ttr,::ottii,ttiortal arid teaching skill D. PROPOSALS l'OR RA1 IONA I. IZAT ION 01' last one teacher: Success is(i1(0.0.11(to ur Bete l;til the stinultancoits ,\ iternAtise rationatiration proriosals are nos,. examined in orgamfation and it:aching \tide range of pupils 01 sxhiL.lithe idea of the one-teacher schoolis accepted different ;lees anti abilities, Iirsibi.Itis seen that existing schools is ith itn enrolment 3. r. betterie,terI leacher is not attracted to the remote of thirty or loiter and a declining trend, ss ould he ,Aased 4\t hen the teacher Is iibsent the school doses, 0111 [11,ease. In 1gable 43 these schools are lis.ed he 5 he eompetitie element is less 2%.ident and the syllabus eotxliment iirea,1 hi; table alsoIVCS those other schools JS wort: &flit-tilt to cuter: proposed for phasing Out under the firstalternatiselmihi- b.It is more difficult to pros ice a modern curriculum: Inunl '11(01111CntSeVentOile) hUl tthich might nor he he st11,1lier school Is S1111.1011( modern teii eh ing ,lids and phased out if the one-teacher school idea \Ncre ::cceptahle. usually lacks a library and gt I hits, -HMO schools must Me\ itahly he phased IfOrllthe eCkIli)Illiele \S pOillt the smaller schiiol tent!, out as Ihes cannot become t iable as one-teacher establish- to he more COst11, ments.1 he remaining tsenty-six must then he examined more closely for their viability in a one-teacher situation. ICI P1 _ \(I \SI N IPR()I31,1 NIS I his is done by assessing each school's prospects Against the background of demographie and enrolment trends. A I ten tshrn a C.0.101'1,11 derision is reached on ph,ising out o Liok other factors. such as the age and condition of one-leacher sehool..meIit ills closing the huiltlin. poses hie aceommodation can Bite guidelines to priorities for both /IrohlcnisIt heolflies ,itie.11.1M11.,Us ind tints ck.:omc s,!gt) the one- and tto-teachert1111111111nn school-SVC diter11.1111CS, to a titstrItc,,tr,t1.1rIg L:otiltitunits1 11,.. s000i role it m is h.he Behltc proceeding to exoinine these schools further. it phctl. Ihe emotional .1t1.1J7111','I.t .4 parents .and fhe pro- is seen that the phasing-out of the 1eill+.-inineschoolsttillt I,1ss 01theList%1,11)1..:s1.2/1 under thin rolment does not hose :inyi effect Iltrottl2h perpetuattonIl OIsi.polyps)h is Li sho,king effect.I he consolidAthitt prospcos of the remaining t4entt proposal hi ionsolitlate illternotise centre, porliculorh. 1):tstoris kin these tilts -tire sL:hools, ho\seYer. If'ifis or parish bound ides, (teals local the influence the des elopment prospects of sonic fourteen pride ind tradition Li [least hltns. Implementation. there- other establishments. fore. meltcareful preparation anti good Lona- mole detailed intOrrnatioii on these twenty -sir schools cif thinsto se\ cut %Hi e enroiment iseisCrlin lio Lind 5j iit trinspori ,ire the trio oltermilit es \prcthir, Fable 7 tp.107;1 '',.:tmst this hAck,,tround per;tiec,nl,eid distant,: and travel time. transport H1,41 11.0.;11,:,11) the pr.o.iswtk it the Lcinirol 113 ST L.A(Jnatjaq ST Cdiry SI"Kilo( kn ;WO E3M l y;,ineen,i 70 50 30 1971 76 8 71 76 81 71 76 81 71 76 81 3M Kedsh TC Cirrownore TC Achonry TC Casher{ck 70 50 30 1971 76 81 71 76 81 71 76 81 71 76 81 EC Kilglass EK KTrushe4er 7C 50 30 1971 76 8171 76 81 71 76 81 71 76 81 EK Easkey 1971 76 81 71 76 81 71 76 81 71 76 81 Nt)f fie,, the shA,..k.1 trea one hC,Te non viah ethe upper brnT of ,he shaded area rep esent, t he ihrcctc,,her threshold 64 EK Culleens BS Kdlmacooden BS Bal Gfi C .;a1 1971 76 81 71 76 81 71 76 8 71 76 8. GR Derr y1ahan GB Carney CL St James' Well CL Balherioon 70 50 30 1971 76 81 71 76 81 71 76 81 71 76 81 GT Kl}av+Ile GT Anriaghcnore 1971 76 8171 76 81 5 i'nqieert'd enrolment t,, 190 in s, boob. rq fhirfl" to (1'ctof-fiVe (711'011)1CM 1 -slit r 44 'short and inciflure terns r.:011sohLi.01011 proposals N oof ...hook Nn of schools No of schools No of schools I nroirntnt N, of submit to rh.tioc out to refrain Projected to phase out to remain in short ttrrn in short tern, enriolmerit lirfo in medium term in medium term ST 3 244 1S 1 17 2 SW 2 15 74s a 101 14 5 54s 1 S 7 I C 1 (140 1S iI 1 209 I 10 3s1 1.C. 5 5 431 5 1'K NI; 12 2 10 712 I 9 BS 571) 10 4 474 1 t, (.1K 457 In 4 r3 451 1 5 CI (4,1 15 s 47r3 7 (i f _'sr, I 4 '.11 I 3 loT NI. 7 9..X) 1117 ,1' 76 747'_. bs Neu .enir3lsi.hool to be eiitiklMed ('5 Port Imo 1HE 45 ( s.stssoltd,t)ion rtirs,sal, (short term) under one-t, :11er school :leo:mance onaoltd,itoln Consolidation Kilt% kilittcil 32 isL'Iss kralttiiiittd II 16) ,Ina{ /49( s161 R SI LUighinori: (91 Cirlioni 46 3Voodfield() 113, I et (Ica (V) 9 at .\ ( tetural 1)rummons 25 at A 31 tart mtah 28, Carrigan, 30, K(100..1(01)11.1 29 at /31///i/note (74 .ind 941 ("3rits 29 at liranize 11)5 Dimeast le 24 at fiwnrwitiof 15 ( ante!, 12at RathoJrnuc 40 I ukshereurr 4109 at \,'0% Cylltraq Ccntrul ('1 Mountlossri IS at (ileanii 51 killoran 15 at Rockfield 61 Coolhoek 29. }5119tALtiasad 20 at Riscrto40? 56 Benada (Ii 21. 1)rimina 37 al Bentith 4(3) 74 Bloomfield 26, kdross 27 at .Co, Canuarsi 24 at I,11,116 66 I aekagh 27 at Co/b«dici (losusag11 26 at (rorrs kit erstossn (1') 29 at Vek' (r//i<1 (pitfall (P) SkriNts (ft) 14 atataa 6,(10,,,,e1 Central (I') Ifigh\sood 30 at Hallinaloon 36 (iorinamara 5 at tirmn,re 1(0/ s9 (1 I Cloonloo 29 al Vulldghroc IX) 13.111;,odare (V) 17, ("olloone(1)1 IS a( .Sci, otrr,d (PI (011omss.. 22Al(',.//oones 85 (1 Drormird 77 at //0q/ Park 1 it st 32 schools consolidated Mai t. 46 I') )et,' of Ow proposed eonsohdation on recurrent eosts (in £ Sterling, 1971 prices) leasher cost kiondeaLherLost Oser,d1coat Per Per Par Per 534ST4a44 pupa) Transport puptl Ocher pupil Total pupil 19') dl sehxIs 431 475 54 21 100 7 990 460 565 ( onsolnl schools 147 456 69 7 700 3 24,52 157334) 73 19 "6 subiitds 191 819 49 37 660 5 7 990 I 439 469 55 ( oil,o161 ,s;)1001. 109 530 5) 24 250 11 2)52 1 136 232 63 Change 111. sehools 37 656 5 t16 550 2 21 106 3 Coitsoild sChan' Is 37 656 15 t16 550 4 5 21 106 10 1 ',PI I4' 111d of ahotttCrlit L'A)nsithaidlt011 prtaptal s on shifting, transport and ,ieeomimislation Teachers for redeployment C ontold Teachers req Arpro, add Adittaclass. enrolmentl a' leathers It') P T ralto1 4 I P i tor 1,06 A loot k rurds Ian r traosp r444,MS' Shoal T r i school a a T A SI 7 ' 4 ISO 15 0 74)) 2444 1 32 1 2 23.2 322 1 4)7 2 s9 1 16.7 22 4 2 29 5 31,4 1 3 24 III 1( 3 25 3 3 25 3 15 134 6 22.3 4 33'; 37 lit 4 22 5 301) 24 1 3.1 hr 22 2 225 4 332 30 9 2 5 26 102 1 1K 113 1 28.3 75:3 3 1 1s3 25 3 15 15 BS I 09 15 5 4 27.2 3 3 30 212 6 1 I 30.3 27 1 112 3 26 4 23 33 302 1 3 I 27 144 Col( (S5 3 2(7 2 32.5 19 56 IS 7 2 25.11 25 134 765 23.2 4 33.5 11,9 I 3 29 73 3 ( 1. 69 23.0 2 34.5 1 Is (a 135 22.5 5 27.0 1 49 1 3-3.3 103 4 2(1 h 3 1 53 3 66 1 16 5 20.7 33.0 31.1 1 4 2 36 156 4 I ('I 119 235 2-,8 29.7 29.7 1 I 29 29 2 132 84 10 22) 67 3 30,7 17 17 7 662 662 JO I tr Ine,1 I uniri,ncd catLhotert IreaP I pupal tes,her rain I Hs rcgurabon a itencradpurpost room .111 also he required at each con,ohdated school, making a total of erghtterl for thIS 6f Propo,alt lor the rotionali:ation of the liot-level schitol netwrirk information the prospects of these schools acre examined overall expenditure by £21,106, \kith the acceptance of the one teacher school. Projected For the consolidated schools, teacher cost as a share of enrolment to 1951 is shown in Figure 5 on the basis of the over -all cost drops from 94 to 81 per cent and transport cost enrolment trend 1966 -71 and demographic trends. allocation increases from 5 to 18 per cent. Thus three further schools, Carney ,i1-0. Knocknarea 1 he cmsolidation reduces over-all unit cost per pupil (SF) and Drimina (EC) will drop below one-teacher school from i5S to £55; there is a substantial decrease for the viability in the short term, and I.ugnagall, Cidry consolidated schools from £73 to £63. Keash (BM), Castle rock (TC),Culleens(FK), Bally lig (BS), The provision of some eighteen extra classrooms (includ- Derry lahan t(i R) and :1 nnaghmore ((iT) in the medium ing eight general-purpose rooms) may he attributed to the term. The number of schools for phasing out on this Lasis rationalization proposals, involving capital expenditure of in the short and medium terms is shun n by catchment area between £40,000 and £50J)00, depending on the standard of in Table 44 and details of the proposals are given in Table building to he provided. Even if this figure is annuated most 45. Thus thirty-t%xo schools might he closed in the short conscrvatk ely,it must still be well below the annual re- term or first phase leaving seventy-six, and then a further current saving of over £21,000. eightinthe medium term leaving sixty-eight schools Thus, the second scheme seems more attractive than the (including the New Collooney Central). first on a cost basis and it apparently provides pedagogical and social improvements. E. CONSO LI DAT ION IT ECTS However, speaking generally for the two schemes pro- posed. the limitations of the criteria applied must be kept in Ihe effects of these consolidations on recurrent costs are mind. It is very difficult to decide on the break-even point summarized in Table 46 and the main effects on staffing, between better utilization of resources and improved transport and accommodation in Table 47. pedagogicalandsocialconditions.Balancing higher It is seen that better utilization of teachers(pupirteacher average pupil/teacher ratios in rural areas against more ratio changes from 22.9 to 30.7for the consolidated travel and better physical facilities for pupils does not take schools) reduces teacher cost by £37,656, enabling an addi- account of all the factors involved in rationalization. tional £16,550 to he spent on transport and still decreasing 67 VI. Proposals for the rationalization of the second-level school network In this chapter, examMation of possible schemes for the Since the :till to provide equality of educational opport- rationidiration of the second-level school nets% ork isbased unity is basic to any supply proposal. existing catchment on tile Sih and diagnosis (Chapter III). on projected area boundaries which impose constraints must then he second -lesel enrolment for 1976 {Chapter IV) and on a disregarded. perspective of economic arid social deselopment in the Itwas assumed thatallpupils enrolled in first - level colt nt\ grades IIto VI in1971 are the potential enrolment for It has been observed that the disparities in the qualitative second-ley ..21 years I to 5 in 1976.1 Map 8 was drawn on this and quantitative characteristics of the existing educational basis and shows the maximum potential second-l'sl supply affect the demand and result in unequal educational enrolment in1976 for both the lower and higher stages opportunity betwl!Crl catchment areas. Ibu,s all rational- according to lirstlevel school location. itation proposals must aim to improve the supply in the less favoured catchment areas. Howeser, such proposals must 1. 1 1 W 1 I R A I IONA1 1/A 1 ION also comply with economic and demographic constraints: VOSSI1311 I !IFS they must therefore he of a dynamic nature, capable of allowing for enrolment doselopment on the one hand. and 'do meet this demand. at least three supply schemes can he taking account of the existing school netssork, with its proposed ;is follows: advantages and disadvantages, on the other. I. A network of senior schools of similar site with lower he existing network of schools is the outcome of com- and higher stages offering a complete set of higher-stage plexhistorical, administrative. religious. social arid cul- alternatives,i.e.language, s:icrice, business studies, tural factors, which exphtins its somewhat irrational pat- technical and general (social studies) subject groups,' teria In effect,itis a dual system of public and pr; in accordance with official rules arid programmes. schools, lay and religious, with schools viirying in enrol- 2, A nctss ork of senior schools of similar sire with lower ment sire and ing educational courses more closely and higher stages offering a briml,cc of higherstage related to past traditions than to the accepted objectives of alternatives, ensuring balance of the alternatives be- modern educational system. ts% een catchment areas. For this reason it wils considered preferable, in the first 3. A network of junior schools of similar site with the section, to examine the possibility of providing an ideal lower stage only and a balanced distribution, as in base to network, disregarding completely the existing pattern and a smaller number of senior schools of similar site with taking account only of the characteristics of potential lower and higher stages offering a range of higher-stage demand in 1976. In the second section, this ideal network is alternti VeS. adjusted to alloys for the characteristics of the present net- work. This leads on to proposals for the amelioration of the network, the effects of which. particularly in terms of costs and iiccommodtion requirements. are examined in a third section. I Suh,cct to an arhitrats rate of loss 1 l doer lerInch e.l.sh I rensh( term inItalian. Spanish.I ann. (,reek and chress totm e mathem itscph)t,cs shermorsbiology and applted mathemAucs 1. An ideal supply to meet ttrI,T1.0 rudera,sountrag somtncrolt orgamtationtam,.,,Cc and hostory of CO11101111, potential demand in 1976 Jr. 'I,/ .1, Cne,ncvr,ngff,h,Nof, dIda ang meth Imop'hysty andshell-1,1ns apphed phsstssagrIcuhurecconoms and domestic economy. Gem-r,t ttu het,hotons gcograph,art 1111J11, home csonorross Disregarding the present school network, the main variable St least three sompulcors 4uhlects from the group chosen. together Atth two other to be considered in structuring a supply pattern is the pro- suht,esst ',tatRr.I R0', and pr h,m theI.,tet,,mfott Duhltn.Stationery jected enrolment for 1976. Orhsc pp 11.7 tom rneol fri Proposals the rationalization of the net nd-lek't'l cc/loot network SLITLY 12:11/(1:101) Table 48 indicates the enrolment site required to offer from trio to live higher-stage alternatives; Table 49 gives an t.First scheme example of a curriculum fulfilling the regulations for a school offering live higher-stage alternatives. The schemes must he compared in the light of the character- Making the follow ing assumptions then, a ten-stream istics of the ci,rriculum in order to choose the sine xx hich entry or a total enrolment of some 800 is required to offer appears best suited to the enrolment conditions of second- the full range of five higher-stage alternatives and to give an level education in the county, acceptable utilisation of the necessary specialist teachers The range and type of curriculum offered depends and aecom modit ion: almost exclusively on the enrolment site of second -level 1. A continuous tive-year course; three years lower andtsso schools. Thus, there is a minimum site appropriate to each years higher stage: of the above schemes. Also, the dispersion of pupils in the 2. A co-educational higher-stage school, with enrolment county delimits transport possibilities and thus, in turn, divided equally betkt eel) boys and girls; Itis delimits the possible enrolment sites of schools. 3. A promotion rate of 100 per cent; difficult to define minimum site standards, but the task .4. A n admission rate of 50 per cent to the higher stage; merits suitable research because of its importance in 5. Equal choice of the live alternatives offered; developing a rational network. Because of lack of data, 6. Average class site of twenty. some hypothetical cases were examined, with a weekly Examination of the potential demand in the various curriculum time allocation similar to the national norm to catchment areas given in Map 8 shows clearly that the assess the relationship between enrolment site. choicesi density of the school-age population throughout the county higher-stage alternatives and time utilisation rates for is too low to support schools supplying all fit. e alternatives, special classrooms (see Chapter X). except in Sligo Town, And Map 8, it should be noted, in- dicates the maximum possible demand for 1976. It was as- TAM_ E 45. simple example of enrolments for 1-5 subject- sumed, for the sake of simplicity, that there xvould he equal group alternatives choice between the alternatives, whereas in 1971 a large Alter notices and enrolments majority took the language group.' Thus, a network offer- ing a complete range of alternatives would risk consider- lasses for 1ST) enrolment 4 able under - utilisation of special classrooms due to the low level of over-all demand and an unbalanced choice of 1st Year 10 o 20 200 160 12') 80 40 subject groups.= 2nd Year 10 8 20 200 160 120 80 40 3rd Year 10 .8 20 200 160 121) 80 40 4th Year 5 a 20 10() 80 60 40 20 5th Year 5 21) 100 50 (1) 40 20 I ran guage and general per cent. science!, per ceni, businesa studies 10 Reri.en, and Total enrolments 80) 640 450 320 160 technical /per cent 2 Sol to mention problems of staffing that might arise TANI- 49.Example of a curriculum giving Ilse alternatises (hours) Loner stage Higher stage Boss fiats I ang Science Bun Tech General studies (social studies) Genera! Irish 3 4: 3 3 F relish 3 4! 3 3 3 Maths. 3 4! -11 3 Civics 1 1 1 Religious instruction 1 Special Art/draiaing 3 4 Woodssork"huilding science 3 4! Metalssorklengineering Science 9 3 /Tome economics 3 4! Business studies Ii 3 9 1! 9 Modern languages 2 2 4; 3 4; Geograph!,,histors I 1; 3 4! 4l 4! 3 Ph,t,sical education 1 I 1 1 30 30 30 30 30 30 30 NOTEitis assumed that arrangements music and other cultural actn,ities are made outs do thu ,urci,ulan, and are offered as an additional alternatie amng such act,,IICS as garncS et, 69 Map 8, Maximum potential second-level enrolmentin1976 according to first-level se'lool location Cotintp :**4)Yio Mao toads Socondal, ioatls ainsultItzurvaH*P"d,S 0;0 4,7 NO H. Based on :nrolment in first - level grades II-N1 of school year 1970[71, i.e. lower stage (potential) upper figure, higher stage(potential) lower figure 70 71 Part .S'et:O/tittdit'nEe from catchment areas such as GR, Cl. and GT, which niu:it form lower echelon in this proposal, would certainly One is therefore compelled to discard the first scheme as he disadvantaged by comparison with those from other non-viable and to consider a network of schools offering catchment areas having senior multiple-alternative schools. less than a cotpiete set of:them:tikes. This means examin- Tven if the demographic features of the county were such as ing the impact of the second scheme proposed (i.e. the to make the scheme acceptable, it would still not he a good provision of two, three or four alternatives) on enrolment long-term solution since it would not fulfil the equality of size. educational opportunity objective. Hut the population dis- The normal minimum site of establishment which could tribution is such throughout the county that a double offer three to our alternatives would be 480 to 640 pupils echelon scheme of lower-stage and full-course schools (See Chapter X). Is such a standard compatible with the wouldcausetinn: utilization rates of special classrooms to geographic distribution of demand? It is seen from Map 8 he as low as 50 per cent in some cases, and space utilization that it is, since catchment areas could he organized to meet rates Would also he low.' Indeed, on the basis of the this minimum-size standard. 'the enrolment characteristics of such an organitatism arc its follows: present recommended curriculum and accommodation standards,itis unlikely that acceptable time and space hmon nre, utilization rates for special classrooms would he achieved ipprouninte in schools below 400 in enrolment. WO enrolment locatInn I C (662) ()Nenbeg Similarly, the problem of making full use of the skills of IIS-CI (1531 Colloor.e) specialist teachers can he solved only in schools of this site, (662) since sharing these teachers between dispersed schools IC (672) lubbercurn, causes further organizational problems. Si GR 2.295) Sligo "Town' This argument leads to the suggestion that because of For a school network offering only two alternatives. the demographic. pedagogical, economic and geographical normal minimum-size standard is 320 For such a scheme, factors, catchment areas (other than ST) should he organ- educational supply enrolment characteristics by catch- ized to provide a minimum enrolment of some 400 pupils ment area would he as follows: at one education centre within each area:. This, in effect, means the adoption of the second scheme and would in- Catchment area E cm' volve reorganizing existing catchment areas. (catchment area en tended up to Cabra) 367 1: (catchment area from Cabra to Beltra) 375 Finally, of the three supply schemes envisaged, only the KS (catchment area from Beim( to Rrserstottnl 36-1 second one appears suited to the actual conditions in the Cl. (catchment area from RitierstotAn to count!. boundary)302 county, namely a scheme that will provide a network of Glt tcatchment area from Drumcliff to counts boundary) 301 senior schools each offering front two to five higher-stage MFG! (catchment area unaltered, though combined) alternatives. depending on the catchment area involved. (too co-ordinated units each of 331 in liallsmote) 662 nosy far can these conclusions be adopted and what IV (identical, but amalgamated catchment area) (two co-ordinated units each of 336 in changes in the network of existing schools do they imply? I ubbereurrs I 672 This is examined in the following section. 'rhos,;nenifa two-alternative higher-stage school scheme were adopted. based on the miosim um potential demand ligurcs, these schools would still not he iustiliable 2. A proposed supply system in the CI., G K and Benada areas. Briefly, this scheme is notonly restrictive in provision, but also hardly geo- taking account of graphically feasible. With regard to Sligo Town, there are two major organ- the existing network izationalpossibilitiesto meet the demand from 2.295 A. CRITERIA I. Three large schools each independently providing the full range of Ike alternatives, 1 he proposals have been prepared within the framework of the national second-level school network policy, summar- 2.Five medium-sized schools sharing the alternatives in ized in Chapter III, p. 26. such a was as to provide a certain degree of flexibility in adapting supply to demand. The following criteria were also laid down: I. A more comprehensive curriculum w ill be provided, blending academic and practical subjects, and offering iii.Third scheme a minimum of three higher-stage alternatives at each The third scheme for a county network seems unattractive school. for both pedagogical and economic reasons, since it would merely perpetuate the existing system which has been seen I these Ihcorerocal pr,p,stls apprwrowalels match the soli rCi of gra,Ity of the new to lead to inequalities and disadvantages for pupils in some catchment arcas catchment areas,especially those where higher-stage 2 I he small lower stage ,hool l',12 ((rrange ten tnilcs irom Sago Ivan) would thus courses are not available and v l'ose schools, despite the he phased out so that pupda from this area could ssarl themSeNes of the wider range of altern atitn offered ioShp, Tour best intentions. tend to become less prestigious. Pupils ISte C buyer X 72 Propmals I'r the rationalinaiem 01 the second-loci school fretwork 2.II will he aimed initially in itchiesing at least 25 per rent IThe location of the school in Faskey could also he justified 'scieClic: and 25 per 0:11t and 'tech. for the following reasons: Meal' subject group alternative. for the county.. I.l he Lk catchment area has the larger potential demand; 3. Schools will he located at points which appear to he 2.Enniscrone (the only other alternative) is situated close 'poles of gross to Mina (nine miles away), a major town in the neigh 4, to phase the rationalization taking account of existing houring county; site accommodation and educational facilities, together 3. School extension possibilities are excellent at the khkey with existing possibilities and obstacles arising from the school site, whereas expansion might he problematic in concrete implementation of the proposals, Nmong other Tnniscrone: things, total daily travel time should not exceed ninety 4. Location at Faskey might stimulate the development of minutes for any pupil. this village. 5. As far as possible, locate schools as close is possible to the community centres in tow ns, in order to enable iiCoMbinaltan at BS and CI. catchment areas maximum utilization of school and community facilities, such as classrooms, libraries, play grounds. museum., or The maximum potential demand for 1976 is 753(351 for OS other educational, cultural and sporting facilities. and 432 for CL), as compared with an enrolment projection of 557. The enrolment 'centre of gravity' falls close to the tow n of Collooney. R.till NI' I 11'ORK IN 1971 Location of the school at Collooney may also be justified The main weaknesses of the present network (see Chapter for the following reasons: p. 26), May be summarized as follows. I. Colloymey is an important industrial tow n with further I. Of eleven school. outside Sligo Town, four are too small industrial development prospects (see Map 6, p. 45). even to offer a single higher-stage alternative, whilethe 2, Collooney is situated two miles from Ballisodare and other seven can hardly provide two. Thus. these eleven under the stimulus of industrial growth in the former, a schools individually are incapable of development to the combined Collooney-Ballisodare urban area might standard set in this study for second-level schools. develop as a growth centre, i.e. a counterbalance to 2. The accommodation problem isfairly serious. with Sligo Tow n. temporary or rented accommodation being used by 3. The Ballisodare school has a site expansion problem and almost one -fifth of the pupils: half of the science labora- its classroom accommodation position is also serious. tories, workshops and home economics' rooms are 4. Locating a large central school in Collooney might cur- obsolete, and language, library and gymnasium facilities tail the heavy flow of pupils from the BS-CL. catchment are meagre. The problem is particularly serious in the areas towards ST (in 1971, 117 pupils from 13S-CL at small county schools. ST schools). 3. Generally., thereisatpresent over-emphasis on the language rather than the science and technical subject iiiOinthination of BM and GT Catchment areas groups. The maximum potential demand for 1976 is 662 (560 in BM end 202 in (11'), compared to an enrolment projection of C. 1 IIIRA 110N:11.1i i1-ION PROPOSALS 527. It is not necessary to elaborate on the reasons for adopt- The approach to rationalization proposals is one of com- ing Ballymote as the location for the school; it mere glance promise between: at the map clearly illustrates that Bally mote should he the 1.1 he 'ideal' scheme for County Sligo conditions, selected centre. earlier in the chapter to provide a balanced network offering three to four higher-stage alternatives. C'ent rali:at ion in EC 2. The present network slightly modified to take account of the increase in educational demand by 1976 and of The maximum potential demand for 1976 is 672 (420 in assumptions made with regard to the choice of higher- Tuhbercurry and 242 in Benada), compared with an enrol- stage alternatives, ment projection of 531. The enrolment 'centre of gravity' The proposals emerge from the confrontation Of Map 3 isat Tubbercurry and the Benada school should also he (0. 28). describing the 1971 school network and Map S centralized here for the following reasons: (p. 70) which gives the 1976 potential demand hy first-level . Tubbercurry is a major industrial development centre in school location. This involves a reorganization of catch- the county, with Curt, isr industrial growth prospects, ment areas and a centralization of schools, and May he whereas Benada :arms part of a rural area with a declin- outlined as follows: ing population. 2. As Table 50 show s. there is much irrational movement Combina I ion a / LA and EC' eoxhment areas of pupils from Tubhercurry to Benada, a rural school four miles distant from the town. The maximum potential demand for 1971- is 662 (410 in EK Finally. land is available for educational development in and 252 in FC) compared with an enrolment projection of the vicinity of the two existing second -level schools in 55(1, the enrolment 'centre of gravity' lies at Ow enheg, a Tuhhercurry and there are, accordingly, excellent prospects rural area; the village nearest this point is Faskeyti KI. for providing is broad range of alternatives. 73 Part tsco [ABU; 50. Pupil mosement betsseen IC and Benada. 1971 Benada ,lariat Ic Voc Sch Tole! I cant higher Lower FIugher tower }hither Lower Higher SI F Sf F NI I SI I St F Si F Si 1 SI 17 2 17 Benas1.1 5 2 1 tarto C on. I(' Vor tick 57 7 15 11 57 7 16 II BM 2 3 I I 4 2 5 Other 2 3 I 3 2 5 I Mf In 19 12 1 9 5 4 51 25 21 16 I .,:( rhghcr 1 1141tcr I owcr 1Lgher lrwcr Ilughor Si I Si 1 Si / N4 t SI NI k NI I NI I 17 h 2 I 10 19 12 r 45i 2 17 II 462r 13 S.1,1rhi to 3 s 10 3 + 11 It I 12 10 7 7 t h I 19 5 4 1 33 2 50 12 v. C.(inthination of ST and GI? catchment areas 2. The Mercy Girls' School could specialize in language, science and business studies, The maximum potential demand for 1976 is 2,295 (1,994 3. The Summerhill Boys' School could offer language, in ST and 301 in GR), compared to an enrolment projec- science, business studies and general (social studies), tion of 2.017. or technical. "[he use schools in Sligo Town could expand to absorb 4. The Vocational School (mixed) could provide four alter- the pupils from GR and offer a comprehensive and varied natives (language, science, business studies, technical). range of alternatives, perhaps along the following lines: S. The Grammar School, a mixed school. could offer two I. The Ursuline Girls' School could offer the three higher- alternatives. stage alternatives of language, science and general. TAKE 51.Classroom requirements and time utiliiation rates (TOR) for 4S0-640 enrolment schools giving three alternatives (languages. science and technical)I Classroom utilurat3on in hours Waller stage (1451. Classroom I owcr rooms Stage I ang Tech 10111 rcyJ ', Genera! Irish 72 18 6 102 95 General English 72 18 6 102 95 General Maths. 72 18 9 6 105l 14 95 General Cisics 24 4 2 31 95 General Religious instruction 43 4 2 56 95 General Special Ar6drassing 72 6 78 3 87 Art Woodssorly building 36 9 45 2 - 75 Workshop Metaksork/engin 36 9 45 2 75 Workshop Science 72 15 6 96 4 80 Laboratory [Ionic economics 36 36 2 60 Home econ. room Business studies 54 54 2 9() Commerce room Modern languages 43 36 6 6 96 3 1002 Language lab. Geog ;history 54 IS 9 81 'X) Geography room Physical educ. 24 4 2 2 32 2 53' Gymnasium 720 120 60 60 960 34 94 I I tguntpeirn, Co- educational senior school. `11--- 1 I. 1111 elhtstream entry, twenty four classes lower stage, eight classes hrgher stage. 010 promotion rate lower rugs 1001,, higher suage retention rate 50°,. 110 Clean sire twenty rakeraga higher-stage altcrnatikes language NO per cent (lour classes)) science. 25 per cent (two classes). technical. 15 per cent (two classes) 2 Some modern language lessens might be taken in general rooms reducing I11.112 percentage In she language laboratory and Increasing it sarrnewhat an the general rooms 3 A gymnasium each for boys and girls would be available and these would also be used as assembly and meeting rooms, e g for debates.film,. tic NOtt) li) I ibrary. music career guidance. etc, would be added 611 kiltb an a'.erege class sire of ewer'', the scafe utiliaation raieSSUI31 would be acceptable See Chapter A 1p lial) for other dock 74 Propasalc fit, the rationalization of the second -level school network The proposed rationalized second-level school network with new buildings, Ilowever, from it comparison of the is shown in Map 9.' It may be observed that this network present extension plans of the school authorities with Lk would provide the full range of alternatives, balance their accommodation required by the consolidation proposals, distribution and gear their availability to increase the im- it would seem that the latter would warrant, at the most, portance of the science and technical subject-groups, so some fifteen additional classrooms over and above the that some 25 per cent of pupils could join these groups as former plans. Including the purchase of land, a total capital against less than 10 per cent at present. In Table 51 it is expenditure of £120,000 is a reasonable sum to attribute seen that good time and space utilization rates for specialist directly to the implementation of the rationalization pro- classrooms are possible in three-alternative schools, posals, especially since the value of abandoned buildings has not been taken into account. Even annuating this capital sum conservatively and comparing it with the £20,000 to be saved annually on re- current costs,the proposed consolidation is viable on 3. The effects of the proposals economic grounds. This being so, the pedagogical and social advantages to be gained, such as the modernization Implementation of the proposals implies three major of the reformed curriculum, provision of a wider subject effects, as follows: 1. Additional school transport provisiow 2. Increased utilization rates for classrooms and equip- TABLE 52. Effects of proposed consolidation on some ment, together with increased pupil/teacher ratios; annual recurrent costs' (in f Sterling, 1971 prices) 3. Acquisition of land, provision of additional accommo- Teachers Transport dation, renovation of existing buildings and provision of additional equipment. Cost Per pupil Cost Per pupil The effects on annual recurrent teacher and transport costs 1971 396 355 99 4'7 574 12 are summarized in Table 52;i other effects are shown in 1976 (proposal) 375 684 94 49 464 12 Table 53. Thus an annual saving of some £20,000 may be effected Change -20 671 +1 890 through better utilization of teachers (pupil/teacher ratio I. Average annual salary for private school teachers of 11,600 is used changes from 17,4 to 18.2) reducing the unit teacher cost from £99 to £94 per pupil; there is relatively little change in transport costs. 1 The use which might be made of the phased-out schools was not studied but there are Itis difficult to assess the additional accommodation possibilities for use as firstiesel schools, community centres, adult and agricultural which might be directly attributable to implementing the education centres. rationalization proposals, since a costly modernization 2 Other recurrent costs are excluded for lack °Hats, but it reasonable to IJILIMC that these costs would not increase because of consolidation and in any case teacher and element, which is not easy to apportion, automatically goes transport cost, comprise the major proportion of recurrent costs. TABLE 53. Possible consolidation effect on staffing and transport' Teachers PIT Additional FiT equiv, Pi T Enrolm reqd ratio pupils Enrolment teachers ratio with with after Saving of for schoo: 1971 1971 1971 consoled consoled. consohd. teachers transport ST ST schools 2 079 111.0 18.7 2 194 118.5 18.5 + 19' G R 115 7.7 14.9 BM Mercy Cony. 167 9.0 18.6 463 25.4 18.2 5.8 +26' Voc. School 178 12.2 14 5 GT 118 10.0 11.8 TC Marist Conv. 235 15.0 15.7 630 34.6 18.2 1.9 50(est) Voc. School 130 9.5 13.8 Benada 265 12.0 22.1 EX -EC EC 197 12.5 15.7 EK 194 13.6 14.3 391 21.5 18.2 4.6 + 50 8S-C1, BS 186 7.0 26.6 329 18,1 182 +25' CL 143 10.6 13.5 I.1971 Egures for comparison 2 These pupils will become eligible for free ',hod transport in this arrangement 3 Pupil' teacher now at EiSi is a.tually above the norm 75 Map 9.Rationalized second-level school network, 1976 hinior centre Comp *tip Higher-arage ititensidives ;ingiiiiges kr' ,.rr,r, a a a s-a Moen road* 140 r Scieuee 5, 00 Sec On dd, V, Odd, Business studies Teehniettl 03tttunuartaul KO. '(;'), 0 :00 060 liCneral (social StUdiCS) Coltnn+ent 0,10 txx,od,sf 4es Commercial training Potential ',ilternative Boarding School phased otd P Protestant 16 20 7(1 77 Purr :4), choice for pupils and the contribution towards eilthilizing C. FOR 13M-GT educational opportunity, make the rationalization pro- posals acceptable. There are existing plans for the following extensions:live An outline of the present extension plans and how they classrooms at the Mercy Convent, nine at the 13M Voca- !night affect the consolidation scheme is given in the fol. tional School and two at Gorteen school, lowering sections. Centralizing educational facilities on one site at Bally- mote would probably involve lower costs than proceeding A. FOR FK-EC with separate extensions, The additional accommodation might he located on the excellent and spacious site separat- TheI K and EC authorities have schemes for extending ing the two Bally mote schools, thus also overcoming the their schools. six classrooms or 150 places in [K. and hve serious site problem of one of these schools. classrooms and 125 places in EC. In FR, ten acres of adjacent land was recently acquired to implement this plan, D. l'OR TC f plans sere made to provide this additional accommo- dation on the E.K.site, the desired range of higher-stage In Tubbercurry a new fourteenclassroom school is planned alternatives could he provided and economies could be for construction on a ten-acre site close to the second school achieved. Provision of accommodation should he planned in the town, Marist Girls' School. w hose authorities also to allow, for the participation of the EC religious order and have plans for a three-room extension. Extension plans for for the proposed new first - level cimItral school at Easkey Benada have not been articulated. (see T.thle 37), Cost savings could he achieved by centralizing at Tub hercurry and providing a range of facilities between the B.1 OR BS-CI Marist Convent and the Vocational School, rather than a separate extension at Benada. The BS authorities, tk hose school is on a cramped site with little scope for extension and a serious accommodation EOR S F-G R shortage, have not articulated development plans; a nine- Wont extension is probably required, In Cl., however, a In Sligo Town, a new school of 550 places (346 enrolments nine-classroom extension or 225 places is planned. in 1971) has just been completed; major extensions have The cost of acquiring land at Collooney and building a been built at Summerhill College, xi, hich now has800 places new central school of some 450 places for the combined (684 pupils enrolled) and replacement buildings have BS-C1, catchment areas would probably he less costly than been started at the Mercy Convent and the Grammar the provision of these separate extensions at the other two School. The Ur.uline Convent has some 500 places for a schools. 442 enrolment in 1971. Decisions on the location of this new central school Accordingly, G R pupils could be accommodated in Sligo should he made in the light of the proposals for first-level Town schools without further extension of the existing consolidation at Collooney (see Table 37), and of the physi- facilities. cal and industrial development plans for the town. 78 r, t 4 , .1%,N .11111,11, 14", hot c \an ple the piecemeal c N FOP Uflproclied inIn rag. .41111116.... impas1111111 iiIeare411111 Irmoft MANNre am= NMI MIN INNING NM= -Mu 111111.11111111111 maw 111101111ersest1111111 Mitr-- OMNI, II ...... 10101"mat 1101E31.,10!ti rwoolVapr40.4,...,. "t (1/1,/,// l'(// /I' f1,11(/ /10 1,1 i,111p11'0,1,11( alre "' 46k. T A 7.1.14 0, S , u s A ,, "P"P"iir"-,, . ' = IBI ',. , '';'? 171111","=!-1 ll'illlIIIICillllii 191 IP rill eOL"'. st,..%- ...... ,...... , ,,,...,.,'_,--,04- I, ,j' it:' ''.etj:-. r.- -4,,.. /6.1.1,0.4,L NW AMIN ( lkionrom I he mnderu 6raronar Schoil .Siudoo, 4 /11. s;17 ii II II 'AfelY3.1- 7,:r"Vir147"' .;N f4,11, WI($ MB 1147 ;II 11 IN .."- g SIMInN'111111 ( ,11C1.!C: Wilr),1 olicrmsz1 illmiern compreltc,i,,tve curriculum on cl .compu cpan,i'fm prole:W(11. VII. General conclusions There were three distinct stages in study ing the rationaliza- cent (Sin. 1 he inequality of the educational supply is the tion of the school networks for the first and second levels: decisive characteristic of thefirst- and second - level a) critical analysis of the networks (Chapters II and school networks. III projection of enrolment (Chapter IV): 3. This inequality: is not at random, but the outcome of e) improvement of education supply. structures (Chapters historical, economic and social factors. Areas vs hich V and VII. have flourished to a certain degree in the past, but which It is appropriate to arrange the conclusions reached under are today in decline, still have schools more appropriate these three headings. to past levels of population. In this respect, the population trend in the various catchment areas of the county is the factor most closely aligned with the inequality of supply. The decline in A. ANALYSIS OF TEl NETWORKS some areas and growth in others results in under-utiliza- While some of the conclusions which emerge are highly tion of school premises in sonic cases and ever-utiliza- specific to the enrolment conditions in County Sligo, most tion in others. For instance, in one school in Tubber- of them reflect the situation throughout Ireland and indeed curry there is a space utilization rate of 143 per cent, in quite a number of countries. These main conclusions are: vhile at the same time 40 per cent of the pupils from I.1 he existence at a national level of regulations governing this tow n commute daily to Benada, a rural school some the operating standards of schools is no indication of the four miles out of town. This situation continues while extent to which these are fulfilled. Out of 107 first -level the population of &nada is dwindling and that of Tub- schools in the county, seventy-six did not satisfy the bercurry is growing, national standards. The network of second-level schools 4. The structure of the school system. the regulations con- also fell short of fulfilling the regulations made by the cerning ;ige of entry, the duration of compulsory school- authorities. Over-all, the present structure of both ing and the methods of selection clearly influence the school networks is largely responsible for the wide- organization of educational supply and have distinct spread existence of such disadvantageous conditions as repercussions on the school network characteristics. sub-standard premises. poor maintenance. under-utili- 5. The pattern of religious and historical traditions and zation of ;accommodation, over-crowding in some in- their effects on the distribution of powers of administra- stances and inefficient staff utilization. tion and Management at the local level, w hich, in Many respects,is quite reasonable, also make a significant 2.If this over-all picture scents dark,it must be men- tioned that there is a range of supply conditions; some contribution to the coherency of the school networks. pupils have excellent provision, while opportunities for others arc limited. There is a correlation between the 13. PROJ LCTION OF N ROI. NIENT geographical location of a pupil's home and the stan- dard of supply he is likely to have. Thus, the pupil in 1 he following srations apply to the effectixe demand Sligo Town is better off in terms of the standard of ac- for education: commodation. teaching equipment, as ailability of quali- . The led of total enrolment governs the pattern of the lied teachers and of higher-stage alternatives in the total volume of the supply.. In other words, social pres- second level. than the pupil from a farm twenty -five sure to extend the period of schooling results in the miles to the south-east. Generally. iivailability of school growth of the network of schools and, in the short term. transport is not the key factor in the inequalities which often leads to imbalance between the requirements and exist, ;Litt-toughrenu is a problem in same ease~, the actual ix aiLthility of accommodation; this short- An indication of inequalities is that enrolment rates for comingcanbe gradually andeffectivelychanged 17-to I S-y ear-olds sarL Iron) 8 per cent (CI .) up to 73 per through the school mapping approach. 79 2.Itis probable (though not shown in this study) that. in Finally,itis appropriate, harking back to one of the the medium and long terms, the social demand for Cer- aims of this case studs, to ayk whether itis feasible to tain types of education influences the supply structure plpare an adaptable model for school mapping prepara That is to say, should the pressure of demand lean more lion in the light of the experience of this exercise. In ibis toward-, literary; rather than scientific education, the regard. the framework for a 'relations model' is discussed supply ss ill come to reflect this demand. in the nest chapter; whether a useful mathematical model 3,However. W hal scents most worths. of note from this can he prepared remains to be seen. study is that, in the short term, itis not the social de I Iossever, it Can be said, in the light of the experience of mand for it particular Is pe of education that appears to the study, that the school war per se has a propensity for determine the supply; but, on the contrary, it is invariably practical application its follows: the supply; which determines the effective demand, In I. To act as an instrument for the implementation of the other words, the development of the school system de- educational plan; pends essentially on the structure of the supply and its 2 As a means for universal application of national norms inherent characteristics. As the study; of histlevel en ((2e.. minimum school site, etc.) and for planning the rolmentrates and second levelparticipationrates geographical location of schools: shows, parents and pupils often have no real choice; 3. As a basis for regional demographic analysis, the sine they follow certain courses in accordance with alter- qua non for precise educational planning: natives available at their schools. It requires very special 4. For programming rationalization of the school net- effort for a pupil to pursue studies of his own choosing work,in the fields of economic (e.g. optimization), when, to do so, he must change his home or make long social te.g. introduction of a transport scheme) and journey s to the school which suits him, If this conclusion pedagogical (e.g. curriculum, teacher reforms). is confirmed. it would lead to some improvement in 5. To aid in setting an order of priorities for the provision educational planning techniques. of accommodation; With this in mind. the projection of demand up to 1976 6. To incorporate educational planning in regional, eco- (Chapter IV)s as confined to quantitatise aspects. This nomic and social development plans, in physical plan- also follows from the conclusion (hat, in the medium term, ning and in integrated planning generally; demand is predetermined by the existing supply. 7. To stimulate regional participation in educational plan- ning (i.e. to decentralito educational planning) and thus aid refinement and implementation. In conclusionitmust he said that this report contains C, INIPROVFNIIN I OIl III SUPPI.Y weaknesses usually associated with pilot studies: there is STRUCTI4ZI an over-emphasis in some instances due to its didactic purpose and an under-emphasis in others because of lack .1 he proposals for i prosing the school networks were of data. made with reference to objectives generally implicit or A more thorough cost analysis was desired, Whereby, explicit in any modern education supply policy, namely; the real costs of hoarding. canteen service and travel might I.the provision of equality of educational opportunity: he isolated, but it W as found to be inipossible for lack of 2.the provision of an education suitable to the aptitudes of data, More detailed data on the origin of pupils \N ould have pupils. enabled more illustrative presentation of the rationaliza- Now. if one accepts the conclusions in the previous section tion proposals. Likewise, more profound consideration on t131,itis ohcious that these objectives arc not necessarily the precision of higher-stage alternatives in the light of feasible, either financially or otherwise, or even compatible regional development plans and manpower requirements with other conventional objectives adopted for educational was curtailed. Time and financial constraints also caused planning. such as: the assessment of other possible rationalisation schemes, I the provision of the manpower needs of the economy; such as satellite school networks, to be excluded. 2.raising quantitative and qualitative standards; However, from this lirst pilot study, guidelines emerge 3. the search for economic efficiency; Which will he helpful for other more advanced studies,t 4. taking account of social demands for education. isobvious, too, that further study is warranted on the role For example. if the priority objective after the period of and relationship of education in regional development. compulsory; schooling were that of meeting manpower re- Further research must also he undertaken on the obstacles quirements rather than the provision of equality of educa- to implementation of educational plans, on the influence of tional opportunity, then the inflexibility of the supply administrative control and on the utility of systems of would hinder free ai-cess for pupils to all disciplines. communication. NI) PART THREE VIII. Methodology I. Data and information NLR \I The sources of information used in (his study included releviint publications (see Bibliography 1. completed ques- tionnaires. interviokis and collected unpublished data, QU[S.1 IONNA 1 KliS Questionnaires for the first and second levels, including evplanatory instructions, \\ ere prepared to elicit relevant data for each school in County Sligo. 'they \Sere framed to yield information under the folloyving main headings: (a) physical facilities: (h) enrolment trend and age-distribu- tion: (c) school transport: (d) teaching staff: (e) recurrent evpenditure and financing: The questionnaire onp/u fm /lines, as used for lirst- and second-level schools, is sho \y n in Form I. 1.010.11. School quononnlirc ouphy.04:Al fdirllliLs A GENF P Ai. Name of school Day H Public Enrolment Ovolership '; Boarding Private 1966/67 Year built Extended , Renovated . Girls only Catholic 1967/68 Grounds (in acres) Boys only Protestant 1968/69 Total classrooms...... Co-education Non-denom. 1969/ 70 Total pupil-places ) Other 1970/71 1 otal classes Total teachers (full-time equivalent) ...... School session (in days) Rooms rented 1970/71 ...... budding in progress (no. of rooms) Building extension possible' Yes No Number of pupil- places . .Ndjoining land acquisition possible'? YesiNo Ready for use ...... Other land acquisition possible! Yes. No B TF 51 11ING SRf (Motierri. adequate or obsolete/ (ientral Spco2i Gym' gen purp Library Sulmming pool I ,a4 Pre fah So lab Sk orkshop I nog lab Trad Pre Lin i rad Pre.fab Ind or Outdoor NI .. NI \I NI \ ( . . \ I M NI \I NI \I \ \ . \ \ N ,1 ,!\ A A A ...A 0 .0 0 0 0 0 0 . 0 0 .. .. . 0 0 in Part three Foi.tm1 (koniaied) C TEACHING EQUIPMENT LI CIosed-circuit TA' II Cine projector CI Tape recorder CI Library (no, of vols.) Hi V (10verhead projector LI Record player it Public library :; Radio f; Slop projector 1; Other (; Other 0 ANCILLARY AREA Number Uimersions(flI Number Dime nstons (III Administration Pupils Headmaster's room Reception Vice-head's room ...... Shop Secretary Canteen Medical Cloakroom Other ...... Maintenance Stall Caretaker's room Rest roorn(s1 Storage Cloakroom Boiler room Satutart Staff ...... Pupils vtliicis Water ,S'ewevage Light Heating F.) ,Maros flirted [I Main sewerage Electric Ceatral heating HWell pumped Li Septic tank [3 Other ii Oil (I Other Cr Latrine (1 Solid fuel t1 Drinking Skater I 3 Other Vireplaces Shossers {No .. Coal (7.1 Peat [71 Other f OUTDOOR F ACUITIES Maior games {football pitches. etc.) No...... Area ,(acs,) Dressing rooms, Lem rooms Minor games ( basket- hall. sol{ey-ball, tennis, etc./ Tarmac sq. ft. Parking space...... sq. ft. Tarmac Other .... sq. ft. (private) Other 1, HU( Diss6 PLANS laec»,n t.r bu(11 Department Of kduat:on DrassIngs and clans Sanstton to seek lenders Fluddtng to start Nate) sanction to proceed sanctioned (date) (date) tdate) (date) Replacement I vtension No classrooms Pupil-places I Metr)c measurements hase been used in this study but answers on the questionnaire were glsen in fret Data under the enrolment and age distribution headings ss ere provided in questionnaires framed as Forms 2 and 3. FORM 2 1.nrohnent trend Year See F irst1csel grades Prefirst 1c),e1 11 I I I IV SI Total N66 67 1970.71 1. Secondlesel gr: '.es Total Total lower higher Grand Year Set 1st scar :nd ttr 'Ird sr stage atta sr stage Total Day 8,ard rg 0 8 0 B D H I) f 0 B 0 B b 8 1966 67 M ...... 1970 71 ...... K). Aferhodologv FORM 3. Age distribution of enrolment grades 19,0/71 Year born Age Pre hrst le,e1 tl III IV V XI Total 1967 4 1%6 5 TOTAL Second.lesel age.group 12 13 14 IS 16 17 IR Total 1966,67 1st year 2nd year 3rd year 4th year 5th year 1970/71 For higher-stagesecond-level enrolments, question- naires were also provided to give data on the subject-group alternatives pursued. as in Form 4. FORM 4. The choice of higher-stage subject alternatives. Language Science Bun. studies Technical General Total Year M F M F M F M V M F M F 1966.,67 1970/71 Questionnaires asking for data on school transport were respectively were taken as the distances beyond which framed in the light of the regulations governing the school pupils became eligible for free transport. The headings transport scheme in Ireland and were similar for first and were as shown in Form 5. second levels, with the exception that two and three miles FORM 5.Second-level transport, 1970/71 Under 3 miles 0Yer 3 miler Other CA Boarders Walk Bicycle Pub bus Sch bus Other W 8 PB SB 0 8 PB SB 0 Under 3 m Cher 3 m Other CA Other Co NS FORM 6. Teaching staff. 1970/71 FORM 7. Teaching-staff qualifications, 197071 Firstly:el lay Firstleyel religious Art. Science Elwin studies Technical Trained Untrained Trained Untralred Total A B C D A BC D A 8 C D A BCD NI Masters degree, B Primary degree, C = Teacher-training course. D Pedagogicalqualification. Setonil 1cseltr, Second-lesel religious Total equiy FORM 8 Recurrent expenditure. 1970'71 (fY Full.t,ree Part-time Full-time Pal-time teachers Year Tea her Non teacher cost cast Adrrin Mairt Trans Board Total I 9fi(s 1970 71 I Data on recurrent expenditure and financing ayailable only from the public schools, addit.onat data in this regard was proyided by the Department of Education 83 Purl three' I ft kl 9 Recurrent financing. 19"n 11 framework within which this exercise is conducted may he outlined as in Figure 6.= I lik,11 f Isisting Dept t du. grant Snalysis and diagnosis effeoisc ethic education N ear 1'031,, I , apsf u. r Is s ais Als I I. 1)111 sr Drat demalid supply Pi-Ors:sled !Wit:etc:LI Prti '1 Perspecti%e and proposals effective edits' education dent and supply lAplanatory instructions on completing the question- (ssIn)ol map) naires referred mainly to the definitionui terms and classiti cation.I or example. the full-time equisatent of part-time I th 31 ,111111/111011,S1, 11/ )lie rsisrini ntrhr,rk teachers was calculated by dis iding the annual total of part- time teaching hours by the annual total obligation hours for IL NA TURII OF ANALYSIS a full -lilac teacher. adding the number of full-time teaching. staff and making certain .1110lkatIOSS for approved absences Analysis (mainly quantitative) ishistorical, comparative and for day -class teachers' time devoted to apprentice and typologicalinnature, including cost and financing training and adult education. Similarly detailed instruc- .analysis in as much detail as available data will allow. The tions were cis en for the classification of recurrent expendi main focus of the study is on the rational location 01 first. and lure.nv additional relevant continent was hOtliked. .kcomd-level schoo/v and only such qualitative factors arc Returns and statistics of the Counts Fducation ()nice considered as are relevant to this aspect, Similarly, analysis .ind of the Department of I.ducation also constituted major of administrative organisation, control and implementa- sources of supplementary data. tion is excluded. (.Ill 1.1) WORK Quantitative trends from 1966 form the main material for floss analysis, although pertinent trends outside this time- Completion of the questionnaires and collection of data series are also taken into account. Internal comparative were directed from the County Education Committee of- analysis is by the nine second-level catchment areas in the fices through nine second-level school principals. one for county: the main typological divisions for the comparison each catchment area. during a two-week skit to the county. of schools are: large; small; urban/rural: public /private; Simultaneously, the sunny director interviewed second- boa rdingfday-. lesel private school principals personally. Inters iews were also conducted to collect published and unpublished data CRI II RIA AND INDICATORS and other information on demography, economic and The nature of the educational system and especially its ob- social development. physical planning, etc., from county :old regional officers such as the Regional Industrial De- jectives, structure. regulations and the norms pertinent to school location, constitute the over-all general criteria velopment Nlanager, Regional Transport Manager. Re- against which analysis and diagnosis of the network must gionalTouristOfficer.CountyAgriculturalOf ricer. County Development Officer. County. Engineer, County he made. the current course structure of the Irish educa- tional system is shown in Table 54. !Medical Officer of health, County l mplos merit Officer. ti County Librarian. Field visits were made to ads se data 1\811- 54 Present structure of the Irish educational ss stem collectors and. at the end of the second week. the nine Lest) C ategors I ength 'soles principal, delis ere(' completed questionnaires and data at sn }eel, a final checking meeting at the County Iducation Office. 13y First Kindergarten drnittance age: 4 arrangement with the National Commission for Unesco, (iflontar. inlet stews vvCre conducted with Department of Education (irides 1-11 ..'ompolsot) school! officials in Dublin both before and after the field visit.' 6 -14yrs. Second Toner stage 3 Admittance age. 11 2. Approach, criteria and indicators 1C.Ift, S months: (no selective e,ka Mitl.t- A.FRAMEWORK 11 gher stage 2 No selective elimina- Preparation of the school neap may he cry.-is.qcd as the tion: no targets for geographic illustration of proposals to provide a certain subject choice. cif/cat/wit'/ sapph i.e.a network of schools), to satisfy C1.1Cd ebit'cd1 ((MO/ delnaltd (i C.a target-year projected enrolment). Before calculating this future effective de- 11,c preparation of in sax 31.L1331. Was cs.cptional in O at one of the authors.. ho mand, which is a key satiable, it is first necessary to make has orcris ( funts f tiusallors (Offset' and thus ram& ty MO Olt 13:31$Cert. '333 able ,111e,1allthe has., data dutnrit 3 hie loos 'seek period for later pre. an anal\ sly and diagnosis of the evolution of actual enrol. of thestudsattheIII I I spertens.e shoas, 13,1,10,,er, that 1.1.ht3C,CT ments user recenty ears. s,innlarly. .before making pro- pos1,le su,h slatLes are haler preparedinthe ,untrs I or better stillin the reglonl t.on.erne1.1!,Crt ,Imuous Sulk up and shaking of data and tnfarrnalton posals to cater for future ,:nrolments,itis necessary to arc 713531'hle e h rc the drafting of the reinsr1 progresses analyse and diagnose the es kting supply netss ork, The It ,anni hs of note that tviu,,ni, Nrpiqv and rlirrr nr dent,i interact ileabodoleno.. Kindergarten sand grades I N I acct -aught in t he same st ht hm/icing: comparative analysis of ab ,olute, rehatise level estiiblishments; the full higher-stage course is not at and unit of financing trends over recent sears under the present supplied in all seeondevel establishments. headings: public financing (government, loeal authority.): The minimum enrolment site for first-level schools is private financing (fees. other). sesents -five and the 240-.100 school ssith one teacher per class is preferred: the minimum for second level schools is r. Physical 400 (rural) arid 1-;(10 (urban) with a maximum enrolment site of 1.600, (01 ENternal 1o:dales. grounds: tarmac playground; games Detailed indicators for analysis of the existing netssork area per pupil: 11t2 IT prepared by school, catchment area or region,is (h1 Internal fitcilitier: comparative analysis of the teaching fol accommodation available (general, special and other classrooms, pupil- places and condition), non-teaching F111'0111101/ analiCi accommodation (administration, maintenance. storage, etc.), mechanical services (water, sewerage, heating and Ni) Mk/01CW: absolute and percentage growth of enrol- lighting. etc.), teaching area and over-all area per pupil, ment for boys and girls osier recent years under the head- Ofti:otion: comparative analysis of time and space ing,: catchment area: nature of school (site, day/board- utilisation rates. ing, public:ph% ate): grade; lower/higher stage. Frill -time course utili:arion of classrooms hi How.. admission, promotion, repeater, drop-out and limetitili:at ion rate (ruk): total \seek!y hours for transfer rates by catchment area: outflow and inflow which classrooms are actually used by classes as a of pupils in the region percentage of total weekly hours for which class- rc) Participationenrolment ratio. second level/ first level rooms are available (from full-time courses daily by catchment area: first and second level/total popula- opening to closing). tion: first and second level/active population ( by region). Space utili:ationrate (suR):total weekly pupil- ill Spat analysis of distance and travel time of clay place hours actually used by pupils as a percentage pupils by catchment area; other rates. e.g.. pupil density: of total weekly pupil-place hours available. pupils carried/total day pupils: bus miles/pupils carried; Over-all utili:ation of internal and external facilities inter-catchment area travel matrix. Comparative analysis of over-all weekly time and space "ration by both the pupils and the com- ii.reaching munity large. i.e. actual over-all weekly hours of use as a percentage of the possible time utilization (a) leachcrs: part time/ fulltime;full-time equivalent: and the rate of occupation for the week. pupil/ teacher: (and for full-time teachers only male/fe- male:universitygraduates/training-course teachers: graduates pedagogically trained/total graduates: qualifi- Capital costs and .financing cationsbydiscipline( arts/science/businessstudies/ alCi,.sts: area and cost norms for buildings (i.e. mini- technical);turnoverrate:averageage of teachers. mum-maximum of teaching, circulation and ancillary hrCurriculum: choice of second-level higher-stage alter- area per pupil in square metres and minimum-maximum natises by male and female pupils, (language /science;' costs per square metre): other quantitative norms for bu aness studies/technical/general). school buildings. tTeaching equipment: availability of specified modern Financing: capital financing regulations. audio- visual teaching aids, firOther Nerkiek 3. Analysis of existing school networks her administrative:maintenance: and other staff (per pupil). 01, Equipment: availability of certain modern items of A. GENERA I. ad rnMistrative and maintenance equipment: Data acrd information for the Coil nty Sligo school networks (c) Other: quantitative description of boarding: canteen; %Nett: collated. classified and analysed comparatively in ac- \selfare: and other facilities, cordance with the approach. criteria and indicators given in the previous section. ireRecurrent costc and Intancinkf On maps for first and second levels shossing physical re- lief.main ((mils and communication routes, the geo- cur Cbstccomparative analysis of cost trends over recent graphical location and site of each school in 197) ssasgiven years for such items as teachers, administration, main- by a simple system of symbols; maps to the scale of one- tenance. transport and boarding, broken doss n under quarter inch to one mile \sere found convenient.' the headings of absolute expenditure, relative (percent- Analytical comparison \\ as made separately for the two age) cost, and unit cost per pupil: and comparative le \ els by the nine second-level catchment areas already de- analysis of the trends of the main factors influencing unit costs, such as aserage salary per teacher. pupihaeacher t Scar ,retqukticr le ,h to the mIle ix ,10,e to I .!551e0e), ic I ,m 2 5 km or ratio. and the percentage of trained teachers. 251 les 1 mile 85 Part three fined by regulation for the county. Analysis and diagnosis were taken into consideration in this calculation; 'other' were made under the main headings: enrolment, transport, accommodation such as a library, gymnasium, etc., was teaching staff, curriculum, physical facilities and costs and excluded. financing. Specific methodological points will now be made An assessment of building-in-progress and plans for in turn for each of these headings. further building was also made. 13, ENROLMENT G. COSTS AND FINANCING Since catchment areas do not coincide with any census Recurrent cost and financing analysis was necessarily units, it was necessary to describe the regulation boundaries limited by the non-availability at private schools of the re- on a map having the most detailed census areas, i.e. eighty- quested data, especially boarding and canteen costs. Re- two district electoral divisions for the county, and to make turns for public schools and supplementary data provided population apportionments accordingly along the catch- by the Department of Education enabled a crude cost and ment area boundary lines.Fairly accurate population financing analysis to be made. figures by age-group were then available for comparative Analysis was made by purpose and source for absolute, historical, //oiv, participation and spatial analysis of enrol- relative and unit cost and financing respectively, in ac- ments. cordance with the indicators given in the previous section, In addition to the usual admission and promotion rates, Comparison was also made between costs and financing in pre-compulsory kindergarten participation for 4- and 5- second-level public urban and rural schools. year- olds, and the percentage of the 10-14 age-group en- rolled in the first as against the second level were of par- ticu:ar interest. 4. Enrolment forecast to 1976 Real participation rates were conveniently calculated for thefirstlevel since pupils normally attend the closest A. ECONOMIC AND SOCIAL. DEVELOPMENT school. For the second level these rates must be 'apparent' because of quite significant inter-catchment area move- The enrolment forecast to 1976 is of interest within the con- ment; the extent of this movement was assessed later. text of decision-making on the rational location offirst- and .second-level schools. But decisions on school location must C. TRANSPORT be made in the light of likely regional development far beyond the 1976 time horizon, Thus, before making the Spatial analysis of the origin of all pupils and of those enrolment forecast, it was necessary to examine the long- served by school transport was made by catchment area for term development perspective for the county, especially the first level and by school for the second level. A map was the economic and social development prospects and demo- made to illustrate pupil origin and the main travel trends of graphic evolution, which are, of course, cortelated. second-level pupils in the county, A matrix table giving Assessment was made of the economic and social struc- detailed inter-catchment area movement was also used and ture of the county and the evolution of employment in the causes of this movement were discussed. agriculture, industry and services, as envisaged in the de- velopment plan for the region.' Relief maps were prepared I)fI AC II I NG S I F showing towns and communications, and the agricultural and industrial activities in 1971. Development prospects, The level of qualific;.: ;cachers emplard and sin.:e they midst influence educational demand in the their utilization ss as analysed comparatively, by school size various catchment areas, were examined, mainly through and catchment area for the first level, and by school for the recent trends in the employment structure, the likely ex- second tent of the continued drift from agriculture, urbanization rates and projected industrial development plans. E. CURRICULUM B. DEMOGRAPHIC ANALYSIS AND The availability of modern audio-visual aids was examined PROJECTION comparatively and the choice of second-level higher-stage alternatives by boy s and girls was analysed. Detailed demographic analysis by catchment area was made, including migration analysis.' A catchment area F.PHYSICAL FACILITIES migration index was prepared for the school-going quin- quennial age-groups 0-4, 5-9, 10-14 and 15-19. Popula- The standard and utilization of existing internal and ex- tions for these age-groups in1961 (male and female), ternal facilities was analysed comparatively (also their compared with hypothetical populations for them in 1966 age, condition, nature and whether accommodation is (0-4 of 1961 becomes 5-9 of 1966), and the actual census traditional built, pre-fabricated, owned or rented). This was figures, give the net migration over the period for these age- done by application of the criteria given in the previous groups. section. It was found desirable to distinguish between the A population projection to 1976 for the age-groups 5-9, time utili:arion rate and the space utilisation rare since there may be a high FUR simultaneously w ith a low SUR be- 1 Regional illd14,frialp1,2nt.15'3 -" Llt 2 Stace the 101 Census ,formation '.as not }et asulahle. the must recent census cause of small classes. Only general and special classrooms fisurei were used 86 Methodology 10-14, and 15-19 \sits made by catchment area and ad- acceptance of the one-teacher school. The location of justed:for migration in accordance with the index; for schools at 'growth points' in towns, villages or on main economic and social development in accordance with the eommumcation routes was the main guideline, This corn. regional plan; and for the educational reform effect. It was plies with the concept of concentration, whereby the school assumed that half of the additional manufacturing jobs to forms a part of the social services provided at certain he created would go to migrants into County Sligo who centres and also plays a more active community role. might have on average three school-going children spread equally between the threequinquennial age-groups. Adjust- 13. ASSESSMENT OF TRENDS ments for educational reform included: growth in pre-tirst- level enrolments; the raising of the school leaving age to IS Proposals then hinged largely on an assessment of the in 1972; automatic promotion and increased participation development prospects of schools at the minimum and in the higher stage of second level, because of increased maximum margins and the identification of growth points educational opportunity for pupils who would otherwise for location. Accordingly, schools just below and just above migrate. the minimum and maximum site norms (for both schemes) were exam:ned individually to assess their development C. ENROLMENT WRFC AST prospects. The follow ing interrelated criteria were used in this assessment: enrolment trend and participation in iFirst /eye/ recent years; catchment area radius; pupil population density; proximity of neighbouring schools; demographic Feasible participation targets for 4-year-olds for 1976 were trends in the area; urbanization rate in thearea; agricultural set by catchment area with r,:ference to the position in 1971 employment ratio. and using ST (the best developed catchment area) as Projected enrolments for these schools were ''*-o shown guideline. A participation rate of 100 per cent was taken fOr on graphs. Results from this assessment gaVe indications the 5-9 age-group for all catchment areas, while feasible for plotting the rationalized school network as follows: targets for the 10-14 age-group were set taking account of the base-year participate m and of the continued decrease of Schools at the minimum size margin first-level enrolments from this group because of earlier entry to the second level.' (a) Not viable in short or medium term: phase out; Four-year-olds in976 were estimated from 1971 births (b) Viable in short term but not in medium term: temporary by catchment area; the 0-4 age-group of 1971 with adjust- provision: ments for survival and migration becomes the 5-9 age- (c) Viable in short and medium term more permanent group for 1976; and similarly the 5-9 of 1971 becomes the provision: 10-14 of 1976. By applying the targets set to the population (d) Cluster of small schools not viable in short or medium projection, the enrolment forecast by catchment area for term: new central school. 1976 was calculated. if.Second level ii.Schools at the maximum size margin The best forecast of 1976 second-level enrolment is based (a) Static: no change; on existing first-level enrolments and on the targets set for (b) Declining: probably no immediate change; admission and promotion rates. Thus, first-level grade 11 (c) Growing: decision to be made on 'hiving off' or to open of 1971 gives the potential enrolment to he admitted as the a new school. first year in second level 1976, etc. In setting target; for It was obvious, in this instance, that rationalization must admission and promotion rates, allowance was maths for be a two-phase operation. Many small schools are due for survival, migration, economic development, social change, closing in the short term and yet, because of demographic educational reforms and net inflow-outflow of pupils across trends, many others must also close in the medium term. county boundary lines. Thus it was important to look at the medium-term picture By applying target admission and promotion rates to since this has a hearing on the nature and cost of additional tirst-level grades II, 111, IV, V and VI of 1971 by catchment accommodation (permanent or temporary) to he provided area, and by making the above allowances, a second-level in the short term, and also because the second-phase con- enrolment forecast for 1st, 2nd, 3rd, 4th and 5th years was solidation might more effectively align the school network made for 1976. with other physical planning arrangements throughout the county. 5. Proposals for first-level rationalization C. El' FECT ON COSTS Front the economic viewpoint, implementation of the pro- A.CRIff RIA posals mainly affects the utilization of teachers, and the provision of accommodation and transport for pupils Two alternative rationalization schemes were proposed whose schools art closed. A cost analysis was made to and assessed: one within the present policy with the two- teacher school (or minimum enrolment of seventy-five) as I An clement ror handeamed ,htlJrcn who would attend special schools was in corperate4 in the participation targets. the likely partt,pation rate for she 5-9 age. the minimum site of establishment, and the other with group a al 10 One to 100 that lot conenience.1511tgure was taken 87 Part three indicate the change in absolute. relative and unit costs On the map of maximum potential demand, taking into attribufithle to the implementation of the proposals. the consideration the site of school necessary to provide three annuated Capital cost for additional iiecommodation was or four alternatives and the geography of the area, catch- measured against the :Humid recurrent cost sasing due to ment areas were outlined and the 'centres of gravity' of the rationahiation in order to indicate the net effect on costs. potential (imam] indicated. the next step was to confront The value of closed schools oats not liken into account in the existing network with this theoretical organisation. the cost analysis. Schools for consolidation in the first scheme were then classified into three groups, as follows: U. PROPOSAL FOR RATIONALIZATION (a) reduced unit costs with improved pedagogical con- ditions; A rational compromise between this theoretical network (hl equivalent unit costs with improved pedagogical con- and the present network 11.:'s reached by following the pre- ditions: sent policies on school site and the provision of alternatives, (c) increased unit costs with improved pedagogical con- and taking into account existing, locations. accommodation ditions. facilities and obstacles. The concepts of concentration, D. RATION 1.1/1 D MAP community utilization and alignment with over-all eco- nomic, social and physical planning were considered in T he selected scheme wits illustrated on a relief and COM- location decisions. Where theoretical locations meant that indieating the schools for closing and the the enrolment 'centre of gravity' fell in rural areas, loca- centres to which their pupils might go. schools for temporary tions were shifted to the near:st 'growth points'. or permanent development, and new central schools to he The rational .iu.on proposal was then illustrated on a built, relief and communications map indicating the schools for closing and the centres to which their pupils might go, new schools for development and the subject-alternative avail- 6. Proposals for ability at all schools in the new network. second-level rationalization C. FL(.. I ON COSTS A. APPROACH A cost analysis was initde show ing the absolute, relative and unit cost effects of the implementation on annual re- The existing network YaS, at first, completely disregarded current costs. From an assessment of present building and a map prepared to locate geographically the in axim11111 plans, and additional accommodation which must he pro- potential lower- and higher-stage enrolment for 1976 (i.e., vided in any case, the capital cost directly attributable to grades II, ill. IV, V, VI in 1971). The supply alternatives implementation of the rationalitation proposals was iso- for this potential demand were examined: lated. This capital cost was an nuated and measured against (a) to provide the full range of five subject-groups; the annual savings in recurrent cost to indicate the net effect Ih) to provide a lesser but reasonable range (three or four of implementation. subject-groups): The use of closed schools was not taken into account in el to provide a two-tier sy stem ofjunior and seniorschools, this assessment, although it was expected that these might Only alternative (h) was found to he realistic for County he helpful in first-level rationalization, for adult education Sligo because of the pupil population density. or even for industrial development purposes. 88 IX. Parameters in school mapping I.Introduction intervention. the%.1, hole development of the netts ark of schoolsis determined by the setting and implementing "the function of the school map is, in simple terms, to help to of norms and standards: an influence on implementation is answer the follou ing questions fora rictia ark of schools: mainly exercised through financial control. host many: sshere: sshat kind: iind at shat cost? These are quantitative questions implying that precise quantitatise replies are expected. 'Whether a useful mathematical model is feasible to yield such data remains to he seen. lloSs ever, 3. Enrolment parameters the relationships betueen the different variables involved are sufficiently quantiliable to citable going further than The two main variablesinprojecting enrolments are the preparation of a conception model, sv here the variables demographic trends. and participation rates. In examining and components are no more than simply isolated. In this these variables, itis better to deal separately' with the first chapter. therefore, a 'relations model' is used \thereby- the and second levels. parameters .tre not only collated on the basis of their functional relationships, but these relationships themselves A. FIRST LEVEL are fairlyclosely delimited, if not quite mathematically defined. Educational demand is estimated through the application of target participation rates to the projected population for pre-compulsory and compulsory age-groups in the final year of the plan. Targets for participation rates are re- alistically set in the light of base-year rates disclosed by 2. Educational ob)ectives and analysis. This demand is adjusted to take account of migra- policies tion indicated by a separate analysis. The estimated enrol- ment is distributed betsseen first- and second-level schools Even such generalised educational objectives as the follow- and schools for handicapped children, as shown in Table 55 ing have an overriding influence on the level of enrolment (overleaf), and the nature of the supply netsv ark of schools: (a) equality of educational opportunity: l3.SECONI)LEVEL. (b) education in accordance with aptitudes: (c) improved quantitatise and qualitative standards: The hest projection of second-level enrolments is based on (d) improved economic efficiency existing firstlevel enrolments by grade, and on targets set (e) taking account of social demand and the manpouer for admission and promotion rates. Thus, enrolment in needs of the economy. grade II in 1971 gives the maximum potential enrolment An influence on enrolment is exercised mainly by regula- in second-level year 1in 1976. 1n setting the target. allosv- tion and stimulation such as the folkisking: ance must henude for the survivalratio, change in (a) pre-compulsory admittance and the provision of pre- admission trends, planned educational reforms and migra- compulsory facilities: tion trends. Adjustments must also he made for planned (h) a compulsory schooling period: economic and social developments \k hi ch have a bearing on (c) provision of facilities for handicapped pupils: migration and affect second-level enrolment, and also for (d) post- compulsory regulations on the schooling period. the net movement of pupils into and out of the catchment organisationandfacilities,e.g.schooltransport, areas under study. educational guidance and various subsidised schemes. 1 he parameters involved in the projection of second- On the supply side, and depending on the extent of state level enrolments may then he shown as in Table 56, 89 Part three 'FABLE 55. Projection of firstlevel enrolments' Projected educational Initial demand projected (adjusted) Demographic Participation educational A ge.groups projection rates (target '.1 demand Public Private Pre-compulsory. First-level schools Schools for handicapped Compulsory Firstevel schools Second-level schools Schools for handicapped 1 Ideally. catchment areas fur f irst-level si.hoola will be used for the basic calculations but an aggregation of firstlevel catchment areas may be necessary forlecondlevelcatshmentareas, or some ether suitable administrative or census unit. TABLE 56. Projection of second-level enrolments mum enrolment size for schools is an educational policy decision. There is, however, a certain minimum and maxi- II III IV v \,1 (lit yr 1(2nd yr )(3rd yr 1(4th yr 1 Oth yr 1Total mum beyond which school organization from any view- point is not rational, but within these limits there is also First-level base year a range of optimal sizes depending on the emphasis to be enrolment laid on pedagogical, economic and social factors. Different Second -level admission rate(") minima and maxima may also be decided upon for urban Promotion rate(%) and rural areas. Pupil population density is, in turn, a Second-level enrolment function of demographic trends. projection Given the norm for minimum - maximum school size and the pupil population, t hen catchment areas may be defined or, to approach itfrom another angle, the feasibility and 4. Supply network parameters rationality of a network of schools (first or second level) may be checked. This exercise also involves the examina- The two main variables in preparing proposals for a net- tion of topography, habitation patterns, communication work of schools to supply projected enrolments are school routes and the outline of catchment areas. The parameters size and pupil population density. The minimum or maxi- involved are shown in Figure 7. TABLE 57. Density of pupil population per 100 square kilometres required under various enrolment ranges. pupitleacher ratios and transport schemes Range of pupil population de natty per 100 s4 km First level Second level' Teachers' Pedestrian With transport scheme 6 km radius' 12 km radius 18 km radius 24 km radius First Second Enrolment (MA sq km1 (452 6 sq krn I (I 018 3 sq km ) (I 8103 sq kin) level level 15- 35 132-- 309 3.3- 7.7 1.5- 3.4 0.8- 1.9 1 1- 2 36- 70 31.8- 61.9 8.0- 15.5 3.5- 6.9 2.0- 3.9 2 2- 4 71-105 62.8- 92.9 15.7- 23.2 7.0- 10.3 3.9- 5.8 3 4- 6 106-140 93.8-123.8 23.4- 30.9 10.4-13.8 5.9- 7.7 4 6- 8 141-175 124.7-154.8 31.1- 38.7 13.9-17.2 7.8- 9.7 5 8-10 176-210 155.7- -185.8 38.9- 46.4 17.3-20.6 9.7-11.6 6 10-12 211-245 186.7-216.8 46.6- 54.1 20.7-24.1 11.7-13,5 7 12-14 246-280 217.6 -247.7 54.4-- 61.9 24.2-27.5 13.6-15.5 8 14-16 281-315 248.6 -278.7 62.1- 69.6 27.6-30.9 15.5-17.4 9 16-18 316-350 279.6-309.1 69.8- 77.3 31.4-34.4 17.5-19.3 10 18-20 351-385 310.6-340.7 77.6- 85.1 34.5-37.8 19.4-21,3 11 20-22 386-420 341.5.-371.6 85.3 --92.8 37.9-41.2 21.3-23.2 12 22-24 421-455 372.5-402.6 93.0-100.5 41.4-44.7 23,3-25.1 13 24-26 456-490 403.5-433.6 100.8-108.3 44.8-48.1 25.2-27.1 14 26-28 491-525 434.5-464.6 108.5-116.0 48.2-51.6 27.1-29.0 15 28-30 I Pupiliteacher ratio. 15 1 2Pupil, teacher ratio, I7 5 1. 3 These Figures relate guile Teporarely to the first.level or second level teachers which would Sc required to eater fur the first-level on second-level enrolment rangefigures shown and with the pupil,tearher ratios assumed They are an indication also of the accommodation required. depending on the nature of the school 4 -Oa n 15 = I) 't etc. pupil population denaity figures may indicate target participit. n or mailmurn pupils 16' 90 Parameters in school mapping Policy' decision Schoolage Participation rare and size of catchment area, In this case, 6 km. (3.7 m.) has population hen taken as the catchment area radius denoting the ped- estrian limit; a lower figure could equally well have been Minmashoo/ ii:e PupilEoputation taken. Three other cases for transport schemes at 12 km, (7.4 fn.), 18 km. (11.2 rn.) and 24 km, (14.9 m.) respectively Catchment area have been included for illustrative purposes. The table has FIGURE 1 Parameters defining a catchment area been built up from the fairly realistic premise of co-educa- tional schools having a first-level pupil/teacher ratio of Also, since the limits of accessibility on foot may be 35:1 (with fifteen the lowest possible enrolment tolerated in isolated, the range of transport schemes required to reach one school), and a second-level pupil/teacher ratio of 17,5:1. certain levels of pupil population may also be defined. The notion of range of enrolment and pupil population Furthermore, given the policy on the pupil/teacher ratio, density is incorporated in the table to take account of the teacher and accommodation requirements are functionally dynamism of enrolment in the real situation, wherea related to a specified catchment area, certain increase or decrease must first take place before the Table 57 has been constructed to illustrate the functional add'')n or laying-off of a teacher is warranted. The figures relationship between school site, pupil population density used also refer to rural areas and are oriented towards KM 0 5.3 10.6 16 21 26.5 319 37.2 42.5 KM FIGURE X. Spatial representatio i-atchment area 91 Part three problems of minimum school sire.. decision on 111aSillt detail in Chapter VIII, must he evamined further before school site relates mainly to urban situations arid depends proposals for rationalitation can he articulated. upon ,idininistrative and\sn-planning factors, in addition It mart he noted that assessment of schools at the Mini- to the economic and pedagogical ones. MUM and maximum margins also involves many criteria leg. topographical and social) which are not fully quantita- kJ ',41,111,]eni ii.c arid, accordingly, this part of the exercise is not so amenable to the application of a mathcniatiLai model, 1it: [4,1( ;Asa result of this assessment, a rationalizationscheme 1, %re Iin sre' 1 area t.11e (or a number of schemes, depending on the norms applied), vs hich gives the number of schools and their location, sill 2. 1 4; not necessarily be placed at the geographical centre or Ill I in 6 'centre of gra\ ity. (front the pupil potential viesspoint) but 16 is rather at the %gm \sth centre' nearest to both to comply vs MI 12 42 6 21 0 70' 1 26 S themodern concept of 'concentration' (wns almost Is I 01s 1 ti 9 tains ersally accepted) svhereit\sill become part arf the 21 I IS() It 171 services in that grosvth centre and thus play a more active 24 `+111.1 42 community role,' It must he added that the follovsing policy decisions M.Amew .tree i,' influence the norm for the r111111111U111 site and, accordingly, the location of second-level schools'. (a) provision of minimum range of subject alternatives: A farther insight into the applicability of the functional b) ensuring acceptableutilisationratesfor specialist relationships betsseen pupil population density and poten- accommodation and teachers: tial school sire is given in Figure k. Catchment area sites, (c) provision of loiter and higher stages, either in the SAM.: to the same scale as that used for the school mapping studs establishment or separately. ;ire defined fur various school radii on the basis of the cal- In this regard, further discussion of the minimum enrol- culations \stitch are set out in Table 57a. Applied to a pupil population flap of any region and taken in conjunction ment site and the pros ision of a range of subject alterna- tives utilization rates is undertaken in Chapter X. ssithI able 57, this figure can he a quick guideline to file Also, as has been seen earlier, the second-level pupil popu- Slit, of school ssarranted in ant, area, or the site of catch- lation is derived front existing lirst-level enrolments rather ment area required to justify a certain sire of school. It is than from a percentage of the school-age population. If ohs foils that the school radii shossn here sill not cor- tosser and higher stages are to he provided in separate respond ssith the actual distancesshich pupils at the estahliihments, then separate catchment areas must he evtremity of the area man have to travel. because roads do defined for these schools. Finally, pupils residing beyond riot radiate in straight lines from the school to the home; but the limit for feasible daily travelling, for sshich a total daily dloss ;inces for distances can he made \k hen the topography travelling norm of ninety minutes is often set, must he and nature of the road system are considered. Also itis catered for as boarders. k rims nthat the population may not he spread evenly It has been shossn earlier that teacher and accommoda- throughout an area. e.g. homes may he distributed along a tion requirements are functionally related to certain defined canal. riser or road in as 'ribbon' style, but again these catchment areas.If norms for teacher and non-teacher characteristics can he Alms ed for and, is \sill he seen later, cost and area and cost limits for accommodation are given location is not ,iutomaticallv at the geographical centre. A as sell, then the cost of implementing proposed rationalisa- final decision on location requires consideration riot only of tion schemes may he calculated mathematically. these in,itierS but also of the location of other schools, Finally. in Figure 9 a schematic relations model of the losses. gross th centres. etc. factors involved in building a school is given. Components. relationships and functions discussed so farconstitute the basic guidelinefor school netssork dev elopment. but the rationalized school map must still erre ree front the est St int! nctssork . Accordingly, factors in 1 Sir 0 13 NA 51 Du,r1,1;,rr, renter; rn 1-1,r,11 Jr'' t telr,,e N agent lien. the N:therland, .En!rrnat local In,hiute fort and the present netviork relevant to development, discussed in And lenrroscinent 14,1 92 Aa',011C1CPVin1, h1h)i 14(Ifiring DEMOGRAPHIC GEOGRAPHIC AND FACTORS CLIMATIC FACTORS Communications transport religion class SOCIAL, POLITICAL language AND CULTURAL FACTORS Manpower needs National budget 0 EDUCAT IONAL E D ECONOMIC POLICY E POLICY E Uo o Cost location Cost: pupil and size of school > < staff and use costs -CT) 0 Materials available Weather conditions V) 7- 0 earthquake risk CONSTRUCTIONAL Curriculum SCHOOL FACTORS ORGANIZATION [Building methods T imetoble teachers > 1< regulations use and contact hours amount of space SCHOOL BUILDING I1( NI '1 brthi, 'he huridmv 61)1 Pl. t'occ,0 -I If, 4)., IT41 du,alonalud dmerik r)c.) set les4) 93 X. Second-level school size and utilization I. Aims 4. Specialist classroom utilization To narrow the gap in equality of educational opportunity Onthe basis of this curriculum, time utilization rates for the between urban and rural second-level pupils, it is necessary different specialist classrooms (if these classrooms are to be to broaden the curriculum and subject-group alternatives provided to equalize educational opportunity) may be available to higher-stage pupils in rural areas. To do so calculated for a whole range of enrolment sizes, varying requires more specialist classrooms and more specialist the factors given in section 2 above. The calculation will be teachers. In order to reach acceptable time and space developed here only toindicate the approximate size utilization rates for special subjects in special classrooms necessary to give acceptable utilization rates, and a reasonably high usage of specialist teachers' skills, a It is necessary to distinguish between time utilization and certain minimum enrolment size for schools is necessary. space utilization rates. Time utilization rate (TuR) means A brief examination of likely utilization rates for different the percentage of official time-table hours for which class- enrolment sizes in the !fish situation is made in this chapter. roorare occupied by classes for teaching purposes, Space utilization rate (suit) means the percentage of pupil places utilized during official time-table hours, Thus, with a large 2. Factors involved number of small classes a high "RJR could exist simul- taneously with a low SLUR, which of course would not con- The main factors involved in determining these enrolment stitute efficiency. sizes and utilization rates for a minimum supply of special classroom facilities are as follows: (a) type of school A. JUNIOR SCHOOL ENROLMENTS OF 120 junior, senior, co- educational;' (b) if co-educational, male/ (i) AND 180 (ii) female proportion; (c) number of new entrants; (d) promo- tion and retentionrates;(e) number of class-groups: Factors assumed: (Table 58) (1) class-group size; (g) curriculum range and weekly time (a) Both co-educational junior schools, the first (120) NI:17 allocation to each subject; (h) subject-group options avail- 1:1, the second (180), NI: 2:1; able at higher stage; (i) number of years for lower- and (b) First, tv.0-stream and second, three-stream entry; higher-stage courses. (c) Promotion rate, 100; (d) Six and nine classes, respectively; (e) Average class size, twenty; 3. Curriculum (f) Lower stage, three-year course. An example of a weekly curriculum time allocation in the Irish situation has already been given in Table 49, page 69. i Junior school has lower !UV ,;OurSe only, censor school has full tisc.sear course 94 Second-level school size and utilization TABLE 58.Classroom RJR for junior schools with two- and three-stream entry, under certain conditions 120 enrolment (2-stream entry) I.80 enrolment (34tream entry) Weekly Classrooms TUR Weekly Classrooms TUR Curnculum hours required hours required General Irish 18 27 English 18 27 Mathematics 18 21 1 Civics 6 9 Religious instruction 12 18 Special A Mid raw i ng 13 1 60 27 1 90 Woodwork/building science 9 30 18 1 60 Metalwork/engineering 9 1 30 18 1 60 Science 18 1 60 27 1 90 Home economics 9 1 30 9 1 30 Business studies 13f 1 45 IS I 60 Modern languages 12 1 40 18 1 60 GeOgraphy/history 13f 1 45 18 1 60 Physical education 6 1 20 9 1 30 TOTAL 180 10 270 10 I.Theoretically,onlyone generalclassroom isrequiredalongwiththerangeofspecialrooms.butthis situationisunlikelyto ocvurinreality where a lesser range of special rooms would be prossded This argument also affects the number of general rooms given in Table, 59, 60 and hl B. SENIOR SCHOOL ENROLMENTS OF 160 (d) First, six loser -stage and two higher-stage classes; (i) AND 320 (ii) (e) Second.t \seiselower-stage and fourhigher-stage classes; Factors an cloned: (Table 59) (f) Average class size, twenty; (a) Both co-educational senior schools, both M:F ,--:1:1; (g) Lower stage, three-year and higher stage, two-year (b) First, two-stream and second, four-stream entry; Coarse. (c) Promotion rate, lower stage WO per cent; retention rate, higher stage 50 per cent; TABLE 59.Classroom TU R for senior schools with two- and three-stream entry (one and two higher-stage alternatives respectively) under certain conditions 160 enrolment (2-stream entry) :120 enrolment (4-stream entry) Weekly hours Higher stage Weekly Classrooms Lauer Total Classrooms Curriculum hours reqd TUR stage Lang Tech hours reqd TUR', General Irish 27 36 9 6 51 English 27 6 51 Mathematics 27 36 9 6 51 4' Civics 12 2 2 lb Religious instruction 14 24 2 2 28 Special Art/drawing 60 36 6 42 2 70 Woodwork/building science 9 30 18 9 27 I 90 Metalwork/engineering 9 30 18 9 27 I 90 Science 18 60 36 6 42 2 70 Home economics 9 30 18 s.8 I 60 Business studies 13f 45 27 27 1 90 Modern languages 30 100 24 18 6 48 2 80 Geography:history 22} 75 27 9 36 2 60 Physical education 8 27 12 2 2 16 1 53 TOTAL 240 10 360 60 60 480 17 I See footnote_ Table `.8 95 Partthere C SI NIOR SCII0 )1I \1,0I NH NIS OF -ISI) (e) Second. hsent -lour lo\ser-stage and eight higher-stage \ ''I) 011 classes; (0 Average class site, wenty: hi:for awoned.[Able 60) (g) Loner stage. three -}ear and higher stage. Ro-year (a) Roth co-educationalsenior schools,thetirst (-!SO) colirSL:; \I 1- 2. 1 the second (640), Nt F (0) First,higher stagealternativeslanguages. science, FIT`,E, remn and second. eight-stream entr: technicalequal choice: (0 Promotion rate, loner stagc- 11)(1 per cent, retention rate (i)Second, higher-stage alternatives choice languages, higher stage 50 per cent: 50 pi.r cent, too classes: science. 2per cent, one class: Id) Ffirst, eighteen )over -stage and st higher-stage classes: technical. 25 per cent. one class. 1 581t CLi55room it forsenior ss:110015 nith Si- and under 0.:rtitin condition. 4.0 enrolment th-strcali crust ha) enrolment (5 ,trc.lrn entr I Week!), hours eekli hours Higher stage I,lass- Higher stage IASS li-aer r0,1111S I OACr r0.1111S 5 urrii ul,m stage La -fig Sc Ter+E total regd 11R stage I ang Sc Tech Total read 11'12' Irish 54 9 7s 72 I 8 I' 102 I nglish 75 ') I S (1 6 192 T1 l' NIalhonatics 54 9 7s 1 I I 9 103 IS 24 24 4 5 32 Rolla inst 36 42 45 4 5 56 Spe,rLil 7s \rt drawing 77 6 3 S7 ;,) Voodiiork rifdg 7: 31 9 43 5 75 Ntetakork cnrnci 10 9 45 75 36 9 45 s 75 Science 15 S7 -r, 1',s 6 90 4 SO liecono tit IC' IS 30 3)' 60 Bustl stud 36 30 54 54 9)) Niodern Ling tti 06 Ills 4s 3), 0 It 90 5 100 (icinghistor 9 9 54 54 1S 9 SI 3 90 15 2 24 SO 24 4 2 32 53 1O451 540 60 (,9 0o 7211 720 120 60 60 960 34 See fooincle at-oie 55 S.OffSome modern language and business stuiTes lessons ri,ghr he takeningeneral rooms.red, initIL R percentage in 11.e specral rooms and 10..teaswp somewhat in generalrooms S oy mnaqIurn cashforhats andgirls uould he As vldble andthenAoulj he used ako a. .L,,ernbt) meeting rooinc, Libras,music, career gmdance etcwould also he in :ludref 1) SENIOR St 11001, 1 NROI \11 -NT ()Isi0 ( Thirt loser -stage and ten higher-stage classes: (e) Lerage Lkiss siie, twenty: Fa, ((L..,ti,sioned: I I ,thle 61) I.o3Ler-stage, three-)ear and higher-stage t%Lo-year ,i) senior school SA it 11 \I 1 1 course. i en-stream eltr. (g)I igherstagealternatives:language.science. Com- e) Promotion rate. limier stage 100 per cent: retention rnerce. technical and social studies subject-groups and rate. higher stage 5)) per cent: equi-distribution of choice, 9 6 Second-level cite and utilization I31.t. 61. Classroom tt R fur std61,11 2600Is with ten-streitin entry, under certain conditions cckls hours II 4he rtstage alternatives Buse Clawoonts Curnsulunt t., C1 stage 3ne. So stud Tech. Gen. Tooth hours rcpt I OR`, General Irish 90 9 6 6 6 123 English 9 6 6 6 6 123 Maths 90 9 9 6 6 6 126 17' 30 40 Religious instruction 60 70 Special Art /drawing 90 6 9 105 3 88 Woodwork./ building sc. 45 9 54 3 90 Metalwork/engineering 15 9 54 3 90 Science 90 IS 6 114 4 95 Home economics 45 9 54 2 90 Business studies 67f 18 3 S5 3 98 Modern languages 60 S 6 9 6 9 108 4 90 9 9 Geog.! history 67f 9 6 1001 -1 84 s Physical education 30 2 2 2 2 2 40 67 TOTAL 900 60 60 60 60 60 1 200 46 I See footnt Table 4 5. Comment second-level class site varies from twenty-eight to forty - two. Other studies have shown that the cost/site relation- From these examples, which are also illustrated in Figure ship is represented by a U-shaped curse but that the opti- 10. itis seen that with this provision of special classrooms mum site differs from area to area and is extremely difficult and with this curriculum and under these conditions, an to define,' A Dutch study on the influence of the type and acceptable time utilisation rate becomes possible around site of second-level grammar non - hoarding schools on the 400 enrolment ill ark. recurrent expenditure shows that average cost per pupil If the average class site were taken to be in the fifteen" decreases considerably from the school of enrolment (went)range, then enrolment ranges in the examples site 100 to that of W)0. but decreases by only 1 to 2 per become lilt for every increase of 100 in school site above 600.' A(i)90-120 Atii) 135 Finally., it is interesting to note that the Unesco secondary RIO120 -160 13(10 240-320 school study found the median site to he between 400 and 011 360 -450 C(ii) 4S0 -64(1 700 pupils, with technical schools tending to he larger ) 600 800 than this median. With an aserage class site of fifteen, twent). acceptable I nods art?Curida,1s hoof hoitiing natp 9 time utilization rater might he achieved for special class- 2 Ibid.and C 51 Sabutoa and Ci. A lituk6A Optimum site of school distrots rciatnte room; in schools of 360 800 enrolment. but with a class to sett oted costs'InI he h urnal udmi,IttlIt1r1,1, A r rrndale, A uetra site below twenty, itis certain that space utilization motes Unt>emt> of Queensland Pre (Vol 1X. No 2 October 1970 3 Netherlands Central Bureau of Statistics.Site,11.1cart)of Tecr"fa, conyrde would he unacceptably low. Internationally. the average r,A0071 The vague. 1965. p 97 Part three Junior schools Senior schools Enrolment size120 180 160 320 480 640 800 L_ Special classrooms: Art drawing IFS Woodwork/building science 4.04 111111 tt Metalworklengineerog -14 1, 1 Science Home economics Pifr-ge, L;1 Business studies LJ ; 4 Languages NNW Geography hi story Physical education 1 11,1 j41 ii S,1 /ink rcp,,red R li uhf ii:e s!tririVI,11 '0,11 1..4,h 6,1W,11.,!1,1,....t1 ire FIR Appendixes 4ppentir Appendix I. Additional data Males Age Females 65-6.9 60-64 55-59 50-54 45-49 40-44 35-39 30-34 25-29 20-24 3000 2 010 0 10100 9 2_ 101900 2000 3000 FICA:RV I . Structure ()Idle poptitatiim of (-wink. Sligo by age ond se., 1951 and 196i ti(a1.2(I St r;.,( ouro bet',.ptrtc-nt 100 Appendix 1 TABLE I.Population change and urbanisation in County Sligo and in Ireland' from 1926 to 1971 Urbantratton Ireland County Sligo Shgo Toian Ercluding Year Number 1, change Number ", chani Number 11,change Ireland 0,1 Co. Sligo 0.1 ShgoTowrt0,1 1926 2 972 000 5.4 71 310 9.7 II 437 4 2 3 38.9 21.5 6.5 1936 2 968 000 0.1 67 447 s i 12 565 119 42.7 24.7 75 1946 2 955 000 0.5 62 375 7.5 12 920 r:8 45.0 27.9 9.0 1951 2 961 000 +02 590;2 3.8 13 529 r4.7 48.4 31.4 13.5 1956 2 898 000 . LI 56 850 5.2 12 947 4 3 53.1 33.5 14.1 1961 2 818 000 2.8 53 561 5.8 13 145 41 5 55,4 35.7 14.7 1966 2 884 000 + 2.3 51 263 4.3 13 424 2.1 49.2 37.7 15.5 1971 2 966 000 + 2.9 50 236 2.0 14 071 ts fotcludtng Northern Ireland SOURCE (lemur of the population of Ireland 9150. Vol1, op tot Ce,uar tf the population of lrtland. 10'1 Perivniniiq report, op cot I ABIL 2. Index of 1961.-66 migration percentage chango (of -%8( I-3. I-IN-level enrolment in the 10- 14 age-group in 1961 figure) County Sligo catchment areas for County Sligo by ea t chine nt area, 1970'71 ',A:hoot lige-groups I13-11 11-12 12-13 13-14 14-IS Total gC -group C 4 Age group to I Vgc-group I5 -19 313FM3IiiSIFF 51+1 C ST' 266 120 223 132 I'M 59 7 997 ST- + 2.40 4 3.83 5.12 « 5.14 16 15 1.56 BM 53 43 30 45 67 16 254 BSI 7.55 0.54 7.79 22.12 34,72 R. 64 62 75 fit) 110 27 3 401 IC 6.00 2.45 3.90 3.86 18.13 22.58 LC 23 21 23 24 36 12 I 140 LC +5.59 «4.76 , 109 1.22 19.37 17.75 ('K 41 48 39 28 68 25 4 253 UK i.1,56 « 4.60 41.44 3.22 14.34 24.14 BS 27 34 45 23 35 8 2 174 BS + 1.42 + 1.45 6.25 r 3.62 15.00 20.74 GR 24 33 40 26 35 19 - 177 GR + 2.50 1.33 « 1.13 8.12 13.29 15.97 CI, 35 48 41 38 51 8 2 226 CI. + 2.55 2.85 3.15 5.14 EK.1 32.95 (iT 24 16 21 24 31 12 I 129 CO 2.14 1 47 .0.62 1.88 20.00 29,21 FotAt. 560 425 537 400 GRANT) 'Form. 955 937 623 186 20 2 751 I f or the meaning of the catchment area codes. see tooinoit i. page 2: l'Afal 4.First-level schools: relative age Built ST BSS TC fiC Hi BS OR CL GTTotal Pre-1900 6 5 8 4 4 4 2 5 2 40 1900-45 9 3 5 I I 2 4 6 ---- 31 Post-1945 3 6 5 7 4 4 4 3 36 . _ Form IS 14 IS 5 12 10 10 15 5 107 101 Tnott... 5. Profile of first-level school~ under seventy-five enrolment by catchment arca, 197! ..:.? :...?.... Percentage change to population ion Classto,nos Y car Fercentage &..T. CA School enrol- 1971 - - - or townVillage Rural 1451-61 1961 -Ate - grounds(acres)Schof i Thad Pre -(eh. ',wit emend rem,: ,-0,-,oi watt,Piped Central1,1,,,t,r1, enrolment. 14.M1n!hinge in 71 T. ,.... ST Knocknarea 3' - --- 1.9 + 3.0- 0.5 2 191X) 1942 2612 RathcormacLugnagall 4036 - 11.6 4.5 - 15.:1 6.01.3 0.71.0 '2 - 19001908 19521967 0 5 Calry 44 1.0 I 2.0 1920 -- F. 26 Sligo Town 514913 . - 1..- 1 8.33 _0 + 4 . 8 9.4 1 0.31.0 '32 190019211880 0 , 32 2846 BM CarrowrcaghWoodfieldLeyney (P) 2820 - 13_7- 16.6 --- 8.37.6 0.20.5 1 1 1900 - 1964 - 12 5 CarrigansKnockminna 3029 --- 13.011.6 a- 4.62.5 0.70.5 2 - 18791953 1940 - 24 6 KcashCulfaddaBallinacarrowBuninadden 49575635 - _ ------19.7 19.726.3- 11.6 - 10.722.2 0.70.4 1.0 22 - 1965195419511400 1971 -- --- 1967 - S --- 4210 3317 Lisancena 60 ' - 16.6 1.5 2 1955 0 3 5 Ballymote 74 - - 8.3 - 7,6 9.4 0.5 3 1 1915 - 1969 - + 19 TC KilloranTubbereurry (P) 15 9 - a- 14.8 7.6 -- -- 0.367 0_70.1 2 - 19091840 -- - 5056 DoocastleCarniaraBenada (B) 2423 - 26.399- 14.3 - 14.210.7--- 7.1 0.40.52.0 2 - 193119001968 - 0 - 25 2736 CastlerockOnminaCloonagh 54483726 - --23.6 24_014.3- 18.5 --- 12.718.814.2--- 19.8 0.50.2 234 1879183419051955 1962 - 1960 - - - E 3-- 3! 15 1919 Carrowmore 61 0.5 2 - 1902 - - 1970 * 3- 3 AchonryRocktield 66 - - 7.6- 11.6 - 6.7- 10.2 0.7 2 - 1965 1968 - -.- 20 - 71 - -23.3 - 15.6 0.2 4 - 1900 1930 1964 - 0 5 Kilmactigue 73 - -- 14.8 0.7 2 I 1966 1970 - 1969 . 9 Tubbercurry (B) 74 - 14.20.3 1.0 5 - 1953 - - 0E ,-, EC KilglassBcnada (G) 4752 - - 14.310.6 + 0.5 0.4 2 18901901 1949 1969 - -E - 19 Stokanc 61 - 10.6- 18.3 - 4.8 0.20.5 2 1880 - - - _ E + 16 - 12 Quigabar + 0.5 1 - EK Skrcen (P) 1914 - - --13.2- 11.4 -. 2.8 0.5 1 - 19001899 - - 22 GortnamaraEaskcyKilrusheiterLeaffoncy (P) 494215 - - 13.2- 25.213.0 --- 4.83.8 1.8 0.60_72.0 2 1 18931%11950 - - - - -0 - 20i--- 19 24 Gleneaskey 49 - 13.222.3 - 13.07.3 1.8 0.5 2 -_ 19001962 - -- - 18 4 ColleensTempleterrace 53 - 13.2 - 4.8 1.0 2 1968 - - 0 24 t4 OwcnbcgKilleenduff '7254 - 13.213.0 - 4.87.3 0.50.7 - 2 - 3 19701965 - _ - -- 0 - 15 Continued - RS DColCollooneyBallisodare roma loone rd (P)(P1 27221517 . __. 14 5 5.91,1 15.5 0.50.s4.4 0,50.50_2 2_ , 159510401I540 x50 23 46 GR Mullagh1%;Kall illmacowen ligmore. 57ls19 . 26.6 7,03.3 6,30.73,5 0.20.5O.s '7 1595103 1965 1964 1970 25 5 BallintrillickCarro.13 rummons 3211N25 .a 10.515.912.0 13.7 9.56,7 I01.0 7'2 -. 195510511000 1965 3: CastelgalCarneyDerrylahan 424645 . ' 26.626_621 S 9.6 , 13.1 0.33.s3.5 1.0I1.0 .0 4'_ 1034104010141950 1965 , 1510 6 CL BloomfieldKnockalasNaMount-townCltifon 2620IS . 22.015.3 3.9 10.5 5.5:30 0.20.51.0 ,72' 15591947 19 RiverstownKLackagh dross ( Pj 202729,7 ' 72.713.517,0,, , , 0.94.50.91.1 0.20.52.0 ,'2 .... 1599193519251919 123 2516 BallindoonHighwooktCoolboa 3630 *.' 5.25,2 15.515.5 0.21.0 2 _ 15951915 1012 St.(31eannSoucy James' Well 55595150 23.522.0 5.2 15.510.5 4.0 3.50.20 51.0 3,_' 10591930I5931956 C) 2217I() GT ACloonlooGeevagh rmaghmore 555129 - .* 29.929,923.519.1 - 10.5 10.512.5 4.0 0.11,0 2'' 15551964 19601963 1969 0 31 9 " r, 1.7 GorteenKillaville I sottd. 61 ptgcNr,tr,I. H Ho". (* 23.1 5.3 0.7 -s 1555 1969 1969 TABLE 6. Profile ot" first-level schools over seventy-tive enrolment by catchment area, 1971 Percentage in population . change ___ Classrooms Year Fert:entage ---7,.4. STCA School enrol. 147( 89 or townVillage Rural 1451-61 _ . +1961-ta, 13.1 grounds(acres)School 3 Trad 2 Pre fab. 1905built esterul rem), ____ consul. WaterPiped heating(. cntral enrolmentchange in1966-7t 7t. Busses Point 112 3.09.6 3 4 2 1 1930 UC i(,39 STSTStrandhill (6) (B) 112114 - " 9.61-9 + 13.14.83.0 2 1 43 1 1930 1967 - * 2314 Carraroe 112115 9.6 + 13,1 2 2 I 1962 . -0 , STSTDunally (0) (P) 216140 - -' 1.0 - 15.3 42.51 63 - 1 1860115631905 19711969 - 1965 1968 .' 0 , 2329.t' 2 ST (8) 354 3.0 8 1 1900 1945 - 0 5 1 ST (B)(G)(6) 583534513 * * 4.8 4 101612 196419661944 - - .* 01:E , 14i i BM CloghogueBM (G) 111 94 _... " -- 15.3 8.3 9.45.8 0.50.6 32 - 1 19501915 19691951 - 1968 0E - 8816 TC MoyloughBM (BG) 104 76 . " - 8.3- 1,8 -- - 9,4 0.1 0.50.6 15 5 1890[915 19261951 1963 0 , 3' 23 CurryCloonacool 107 ..._ - - 18.5 14.8 - 19.8 0.70.5 67- _ 191318951880 19221968 -- 19691968 - . -0ii +- 215 51 TC (BG) 152 14.8 - 0.1-- 0.1 I.0 - - - -- EC Corballa 86 -. - --- 18.3 4.8 2.0 44 11582 1959 1968 10 EX, ECDromore (BG) West 135 91589 -. --14,9 10.6 --- 0.5-- )3.17.6 0.50.2 34 192419631890 1940 1968 .* 0 -- 1281 7 Rathlce 7.4 0.5 _____ - 1970 1970 + BS 78 . 3 - * + 7 Collooney (G) oo 85 -. 59 0 .8 ( 1.0()5 3 1 19581930 1970 - * 0 -I- 18 Collney (8) 105 - * -- - 14.5 -- 18.5 2 1969 - 0 BSHigh Park 123 83 ' 1.1 - 4,4 0.50.7 32 I 1921963 1970 - - 1968 * 0E +453+ 22 GR GrangeBalIyweelin 105 - -27.8 --- 113 5.7 0.51.0 43 1 19621937 1970 - 1968 - - E +, 38114 CL BallintogherRivcrstown 121 86 - -' -24.8-22.0- -22.0 - 10.5 1.0 43 19291970 -- - 1970 * E -i- 108 2 GT . yes, 0 Mullaghroe oil, E . electrical, S sold fuel: P 90 protestant - - -29.9 -10.8- 0.9 0.5 3 - 1956 1969 - - - - - TABLE 7. Profile of first-level schools of thirty to seventy-five enrolment in 1971 which might remain if one-teacher school idea accepted CA School enrol 1971 Rural 1951-81Percentage change in populatton 1961-oh Itr Ourtd$(acres) Trad Classrooms Pre-:ah tii,11 extend Year rends ------sonsol ' waterPiped Centralheating enrolmentPercentagechange in1966-71 ST CalLugnagallKnock ry narea 443632 '' -0.19 0,100.45 +0.6 3.01.2 2.00.70.5 2 192019081900 1942 1967 0 26!2 BM LisaneenaKeash 6057 -1.66 I 97 - 4.4 1.5 1.01.5 22 19551965 1967 0 +42 TC CastDrimina !crock 543748 . - 1.4 24 -- 2,8. 3.8 0.5 23 - 19551905 1962 - - E + s- 19 31 AchonryCarrowmore 66 1,11_2LS 2.03.9 0.70.5 2 19651834 1968 0 +20+ 15 EKEC CulleensStokaneKilglass 475351 , 1.31.8 -+0,1 0.9 0.9 0.50.4 1.0 2 196818901901 1949 - 1968 - -. 0 E + 16 24 19 Gleneaskey 49 -2.2 2.6 0.5 2 1900 . 4 KilrusheiterEaskeyOwenbegKilleenduff 42497254 . - 1.3 2.511_3 3 --0.9 .150.8 1.5 0.70.60.5 2 3 1961189319651970 - - 0 +24-15 20 8 BS Killmacowen 38 -- 0.3 0.1 0_5 2 - 1898 1965 1964 - 0S 5 GR CastelgalCarneyDerrvlahanBallylig 45423257 -2.2 2.70.90.7 +0.1+2.6-1.3 0.51.0 2 1950195319341940 1968 1970 +- 3510 2516 CL. BallindoonSt. James' Well 61365, "* - 0.5 0.5 -0.7 3.2 0.2 2'2 - 188519151893 1969- 1969 L - 10 10 GT Killaville 5i 2.92.3 -1.1 1.0 2 1885 1963 - E + 7 31 1 Annaghmore -2.2 - Increased enrolmentyes. E in these cases II due to ernalgarrtatton with other schools elecfncal., 0 oil. S S. solid fuel - TABLE 8. Profile of first -level schools hcteen 73-110 enrolment, 1971, to he kept under reviev. Percentage change in population ( lasaroorns Year Percentagechange in School enrol 1971 or Village vl Rural 1951-61 1961-66 grounds(acres)School T rad Pre -fah built extend renos consol. Pipedwater Centralheating enrolment 1966 --71 CAST Bosses Point 59 it, .. 0,1 , 2.6 3.0 2 (905 0 + 3916 3 1 1915 1951 1-. T('BM MovClotiiho(meMI (G) lough 104 9476 0,51.9/.51.5 0.023.91.2L9 0.50.30.6 225 19301595I 8X.) 192619691965 1963 19651965 0 . 215 5523 CumCorhallaCloonacool 107 9556 1.51,5 0.90.0'1.5 0.50.72.0 47 ' 196318821880 19'2 1939 19651969 0 121031 DromoreRat hlee West 7595 0.7 1.6 0.5 34 19301924 1970 1970 __ ... , i- 7 RS CollooncyCo IllghBoom:. Park (1(i) RI to:, 55 0.6 1.4 3.70.2 0,71,0 21 2 I 19631958 19701970 1969 o0 T. -: 4S3 -),h15 CT.GR Granee 105 5653 2.22.5 0.22.21.1 0.5 t1.0 .0 43 I 192919621937 1970 19651968 tt . 114 2 GT .es: MullaghRtvcr+town roe eleurical, t) on 90 2.9 , , 0.5 3 1956 1969 TAND., 9. Long-term development prospects of S r catchment area schools Town population Percentage change 1961-66 1.nrillm 1971 1971cnrolmConsol figs cnrolmF itmd 197. Long-termprospect classroomsNumher of 1976 STCA. STIR)ST(G)ST((;)School 1961 1966 354313534583 354513534583 463400304572 131016 8 ST(H)ST(ST((;) P) T 13 145 13 424 2.1 216141) 11(2)176 (0/ 46 STSi(crST(3) ) /12114 4951 65 101) 6551 2_4 CarraroeDunallvST S5 13.113_I 15.1 115112 59 134156 59 112134 4-* 43' suburban, T - town, 13 y StrandhillRathcorm:.cRoses Point G P - protestant SS 3.0 1.3 40 12 105125 120 + + 3 ST1 so operate allocation- of Popplaces 1971 to Children by agreement In accordance with their_ hums locations 14,071 Y 4 if% from (966 Appendix I TAB! F.10. Long-term deselopment prospects of schools (excluding STI Tow n Percentage change Consol Estm. Long.term Schl, sot population 1961-66 Enrol enrol enrol. prospect 1976 Long-term 1971 (1971) 1976 (rooms) prospect CA School 1961 1966 + + BM BM(BG) T 964 921 4.5 I 11 111 85 + 3 3 13M(G) 94 137 109 + 3 3+ BM(B) 74 118 92 + 3 3+ Ballinacarrow V 4.6 49 I 09 79 + 3 3 Buninadden V 10.7 35 120 90 3 2 Cloghogue R 5 8 94 94 64 3 2 Culfadda R 22.2 56 113 80 3 2 IC TC(BG) T 878 937 6.7 152 152 (70 + 4 4 TC(13) 73 92 110 + 4 4+ Curry V t 18 116 1.7 107 133 152 + 4 4+ Achunry R 10.2 66 144 161 3 3 Benada R 14.2 74 164 :83 4 4 Stoylough R 0.1 76 76 95 2 2 RockficId R 6.7 61 76 95 2 2 Cloonacool R 19.8 144 104 123 3 2 Kilmactigue R 15.6 71 71 90 2 2 EC EC T 533 553 3.8 135 135 151 + 4 4+ Quigahar R 0.5 61 108 125 + 3 3+ Corballa R 4.8 86 165 182 4 4 EK Easkey V 317 283 10.7 49 175 202 4 4 Dromore West V 99 97 2.0 89 179 206 4 Rathlee R 8.1 98 98 125 2 2 Templeterrace R 1.8 49 91 118 2 2 Leaffoney (P) R 4.8 19 19 20 2 2 I3S BS T 529 500 5.5 123 142 118 + 4 4+ Collooney (11) T 553 540 2.4 85 109 85 + 3 3 I- Collooney (G) 78 103 89 + 3 3 + Collooney (P) 18 109 108 3 3 High Park R 18.5 105 189 165 - 4 3 GR GR 101 96 5.0 105 105 102 + 3 3 Cliffony V 82 71 13.4 46 110 109 3 3 Ballintrillick R 9.5 31 98 97 3 2 Ballyweelin R 11.3 83 83 82 3 2 CL Riverstown V 203 222 9.4 86 135 105 + 4 4+ Ballintogher V 120 132 10.0 121 148 117 + 4 4+ Cieesragh R 4.0 59 94 63 3 3 Gleann R 4.0 51 86 55 2 2 Sooty R 10.5 50 76 45 - 2 2 llighwood R 15.8 30 111 80 2 2 GT GT V 220 206 6.4 55 106 119 3 3 Mullaghroc P. 10.8 90 90 102 3 2 T tossn, V e11qe. R rural, (Tenon 5000 B boys, G ;les, P protestant 107 'IAN) I I Physical facilaie, at all -second-level Lschools. 1970. 7 Teaching *pace ctencral SrecIal Other Teaching equipment gamesMawr . Tarmac ',hoot Grounds Ciii.:res) Trail Pre. fah tict V. ork- Langshim lab Ci 7, ni 1, ib room,Total classesTotal Rented1970;71 TV User proi Tape slopek' pia! Dict OW Siripcm rol ( meproj cam(-Inc PiaRe, Admin fac.I Ownnear Rer.t deo courgamesm inor Es Park mg (A _ . . . . . ST Summerhill I..; rssuline ...14 9 2 2 1 I I 29 .. 15 2 I 4 1 I 1 I I I 4 ... A ,_ 10 .. 4 19 24 17 I I 4 1I - I A 2 Gramm.Mercy Sch. 10 9 1 1I 13 II) 2'' I I I 2 1 I -- I I A 2 ' Voc. Sch, 10 9 .-- 4 I 6 I 21 17 _ 1 1 I3 2 1 2 2 I A 1 ,1 , tiM Mercy 30 1 5 -- 1 7 6 I 2 I 1I - 1 2 -- 1 I Voc. Sch. 2 2 2 I I --- I 1 3 7 III I 2 I I 2 ( 1)' 1 I 1 (II I I 1() ' 5 2 3 2 , 2 1 1 TC Maris( Voc. Ss:h.'' 40 I 24 3 1 I S 10 ' I1 I1 1 -- (1) I 1 I ( I ) I I 1 I 3 Benayky 10 9 I 2 I I 15 9 1 I 3 EC Convent 13 ... 36 -- 2 2 I 1 12 10 I I I I -- 1 I I I ) I I 3 ,. I , 2 2 12 _ 1 1 EK Voc. Sch, 3 I -- -- $ S , 1 - I I (I) I 1 I 1 I 2 -- --- 1 BS Mercy 4 4 -- --- I II ___ 1 I I I I I 2 8 2 1 7 7 1 1 ( I) ( I)(h-- 1 GR Voc, Sch. I ; I Si 2 1 9 9 1 7 2 CLGT -Yoe, : Voc. Sch,A adequate, I Sch. Inadequate.* - yes. 5+ ,1 , data not aitailatitc 2 1 -- 1 5 8 6 I I 2 - (1)(II I 1 (1) I I 42 TenClosed-circuith acres acquired TV at in SummerhAll town toBracketsHeated build new swimming atdocate schools 'baredpool at TC at equipment Surnmerhilland F.K - ,-tppentltv 11 Appendix II. Second-level accommodation standards The Development Branch and the Post-ptimary Building Thus, the costlimitis for system and 0.50 for Unit of the Department of Education combine efforts traditional building per sq.ft.The norm for accom- indecision-making on thelocation and evteitoon of modation hreakdms fifor the school of 500 enrolment is schools, the former dealing mainly sith planning policy as 101 lo and the latter \sith standardization, control and imple- mentation. l'ttachingarea Sq. 4. The present policy aims at creating schools of 400-800 General classrooms 7 200 enrolment through new development or rationalization; Geography and languages I20 7 200 the minimum enrolment limit is i50. Strict limits on site Other special rooms 6 000 -Issemblyhall.'gvnoraviurn area are not defined but there is an awareness of the need 2500 General purpose 1 600 to provide a tarmac area for parking and minor games, Library cml individual werk 2 200 and fields for en% i ronmental studies and recreation. Guidance smite (1.'ducationaland careers) 500 Area and costlimits in operation are given in the following table. 21 500 The ma \Munn class site recommended is thirty, and the average t%enty-five. The minimum pupillteacher ratio Ntil I I. 1.rea and cost lit 19-0 '1 is 17.5:1. F 1,00-ncti up ht 1 argct sap.ols S.It Pcrt.cutFie Sy ft Per:cntage retching area 28.10 f,5.2 4,1 65.2 Circulation area 5.42 11)6 9 1.1h Other anollars area F44S 21.2 14 21.2 Total- pupil place 40,00 MO 0 66 100.0 Cost limit per pupil place £160 tssstent built 1 Student place £220 (trod. built} tro ttraclhuiltl Bibliography C. sN. Ns.,Regional %Pales in Ireland.Dublin. An Foras Forbartha. 1968, (The Buchanan report) Rrzles and programme for seermdary schools.1970/71. anusof the population of Ireland, 196i,Dublin, Stationery Dublin, Stationery Office. 1971. Office: Vol. I, 1963; Vol. II. 1963: Vol. IV. 1962, C. M. SABI:LAO AND G. A. icKkop. 'Optimum size of Colors of the population of-Ireland,/966, Dublin. Stationery school districts relative to selected costs' in Thep/it-nal Office: Vol. I. 1967: Vol. 11, 1968; Vol. 111. 1967, of educationaladministration.Armidale.Australia. Censusrrl the population of Ireland, 19,71, pp,.finiinory report, University of Queensland Press, (Vol. IX. No 2, October Dublin. Stationery Office. 1971. 1971). DI PA 1( 1 A.11.V1 0tI DI 'CA HON,Investment in education. Statistical abstract of Ireland,1968, Dublin, Stationery Dublin, Stationery Office. 1962. (The Lynch report) Office. 1968. DI PAK 01. EWA:A HON,School transport regula- UNISCO,Gonparative study of secondary school building tions,Dublin. 1971. iNlimeol costs.Paris. 1971. (Educational studies and documents, Is.pust Rim, Di \ OPS11 N AI.1110101 A,Regional/n- new series. 4). it/W/fa/plans, 073-77Vorlh.west region.Dublin. 1972. UNI SCO1 !BF,the one - teacher school,Geneva, 1961. focal government (planning and developing! act.1963, D.13:- W. M. VAN DI.;.SSI I DORP. Manningof service centres Dilblin:StatiOnery Office, 1964. in rural areas of developing countries,Wageningen, 'The Ni TM RI ANDS N 1 kt Bt K1 AU 01 S IS1 I( S. Si:e mu/ Netherlands, International Institute for Land Reclama- costsof secondary grammar schools,The Ilague. 1965 tion and Improvement, 1971. 109 IIEP book list The follossing hooks, published by UnescoillEP, are obtainable from the Institute or from Linesco and its national distributors throughout the ssorldi Educational Coq 111aeliolt; alce studies for planners New educational media in action: case studies fi,r planners (1972. Three volumes). (1967,1 Three volumes). Educationaldevelopment in Africa1969. Three vol u nles. The new media: memo to educational plannersby W. containing eleven African research monographs). Schramm, P. 11. Coombs. F. Kahnert. J. Lyle (1967. Educationalplanning.- a bibliography (1964). A report including analytical conclusions based on the Educational planning: a directory of training and research above three volumes of case studies). institutions (196,') Planning the development of universities-1 (1971.Further Educational planninc in thet 'S.SR (1968). volumes to appear). Financing eduewtional s73tentS(series of monographs: full Population growth and costs of ea.ecation in developing list available on request). countriesby Ta Ngoc Chu {1972). hindamentals of (ducat lima! planning(series of marla- Qualitative aspects of educational planning (1969), graphs: full list available on request). Research for alto-arbour! planning: notes on emergent needs Map:rower aspectseducational planning (1968), by William J. Platt (1970). ,/,-irho,iologiti ofedliCatioflalplanningfOr develop ing .Sistonsapproach to teacher training and currioihnn develop- countriesby J. D. Chessssas (196$). ment: the case oldeveloping countriesby Taher A. Razik Mmographies atria:Ines(live titles.in French only: list (1972). available on request). The folios% ing hooks. produced in but not published bs the Institute, are obtainable through normal bookselling channels: Managing ed:,cationalcurls by Philip II. Coombs and The world educational crisis: a SySteMC analysisby Philip Jacques Halitk. Published by Oxford University Press, oomhs. Published by Oxford UniversityPress. Ness York, London and Toronto. 1972. New York. London and Toronto. 1968. Qtw,ttilative methods' of educational planningby Hector Educationinindustrialised countriesbyR.Poignant. Correa.PuHished byInternational Textbook Co., Published by N. V. Martinus Nijhoff, The Hague, 1973. Scranton. Pa., 1969. HO The International Institute for Educational Planning The International Institute for Educational Planning (1WEI)) vv as established by Unesco in 1963 to serve as an international centre for advanced training and research in the Held of educational planning. Its basic financing is provided by Unesco. and its physical facilities by the government of France. It also receives supplemental support from private and governmental sources. The Institute's aim is to expand knowledge and the supply of competent experts in educational planning in order to assist all nations to accelerate their educational development. In this endeavour the Institute co-operates with interested training and research organizations throughout the world. The Governing Board of the Institute consists of eight elected members (including the Chairman) and four members designated by the United Nations Organization and certain of its specialized agencies and institutes. Orairman Torsten Husen (Sweden), Professor of Education and Director, Institute for the Study of International Problems in Education tesignated members Mrs. Helvi SipilaUnder-Secretary-General for Social and Humanitarian Affairs, United Nations Richard El. Demuth Director, Development Services Department, International Bank for Reconstruction and Development (IBRD) Ernani Braga Director, Division of Education and Traini ,g, World Health Organization David Carney Adviser, Common Market and Economic Al 'airs Secretariat, East African Community Elected members Main Bienayme (France), Professor of Economic Science, University of Paris-Dauphine Roberto de Oliveira Campos (Brazil). former Minister of Economic Planning and Development Abdul -Aziz El-Koussy (Egypt), former Director, Regional Centre for Educational Planning and Administra- tion in the Arab Countries. Beirut Joseph Ki-Zerbo (Upper Volta). Member of Parliament, professor at the Education Centre, Ouaga- dougou, and Secretary of the African and MalagasyCouncil for Higher Education Alexei Matveyev (USSR), Dean, Department of Physics and Professor of Theoretical Physics, !Moscow State University; former Assistant Director-General for Science, Unesco V.K.R.V. Rao (India). Member of Parliament, Member of the Planning Commission, former Minister of Education John Vaizey (United Kingdom), Professor of Economics. Brunel University, London Inquiries about the Institute and requests for copies of its latest progress report should be addressed to: The Director. 11E1', 7 -9, rue Eugene-Delacroix. 75016 Paris. FT research project on planning the location of schools I he extensive adoption of over-all national educational planning has called for the stud,. of effective strategics of implementation. School mapping can provide an excellent technique bridging the gap ....)etween planning and implementrtion, not only for the rationalization of schbOltetworks as such Ix: also for the introduction of reforms, the consistent application of national norms and the stimulation of region.-.1 p:trl icipation in the planning process. This. lastaspectinarks an important advance towards controlled decentralization of the educational planning &been' .and,.Since closely involved with economic,social and ph ,.sical planning. facilitates the achietterne.nt of integrated. regional planning . The cz..3e studies in this ser:es should accordingly proVe equally Valuable to:educationists andto econom- ists. sociologists, planners and others interested-fti regional planning orirCotritnunity development. .. the hook ..i. , This case study on County Sligo, Ireland _f tgi ighti:'a..ical :tifiiie,,ipu c f i=which exists between : centralized planning and irriPlert.,entatibAii:- pite.:l.. 0*.41aitsi3phi§ittatcd ,d6iitiaI-Tilaiinlig machinery in Ireland and an active desire forfcrqinkihlti Iiitist51.th gO*41im4fit (Avith. iCitvoiiCy on schooHocation, hrildings, currieulum.Ld'i,)-;kli.;saligidtir tWo rks to .iii'i.,county .-.0tin relOaiinlately Oa, dated and ill-adapted-to moderti4reuniataiii UP AO qri.4gti togpa ci, xesources a rkt:ic of equality of edticationaLOpPortOAR.ilktf .,. a ppgyiS ton:',for..t. hOseintc csted in the practical problems oFir4iY.X0 APO AfttiOilsOthe te0i)iic, this boo; contains the methodology, paranieters 'a 6661: ilp OtkitY The authors tacquesl-lallak is eet onto ;drinin tM1ocatio schools. His. prOVidifs FAA .. ifit 44,-.49,69)4, Financing and eiiit.eationtO:p.011 [ B] U.S. $8.95; £2.55(stg); 28F Pitts taxes, if applicable ISBN 92-803-1056-9