CECV Strategic Plan 2015–2019

Flourishing Catholic school children, families and communities living life to the full

Schools featured in photos First published 2015 Damascus College, Mount Clear Emmanuel College Inc., Warrnambool Catholic Education Commission of Victoria Ltd Galen Catholic College, Wangaratta James Goold House Holy Rosary School, White Hills 228 Victoria Parade Mary MacKillop Catholic Regional College, Leongatha East VIC 3002 Mary MacKillop School, Narre Warren North www.cecv.catholic.edu.au Nazareth College, Noble Park Our Lady of Lourdes School, Prahan East St Joseph’s School, Warragul Correspondence to: St Kieran’s School, Moe The Company Secretary St Mary of the Angels College, Nathalia Catholic Education Commission of Victoria Ltd St Mary of the Cross School, Point Cook PO Box 3 St Mary’s School, Malvern East EAST MELBOURNE VIC 8002 St Mary’s School, Rutherglen Email: [email protected] St Mary’s School, Yarram Salesian College, Sunbury ACN 119 459 853 ABN 92 119 459 853

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CECV Strategic Plan 2015–2019 2 Contents

Executive Summary 4

Letter of Mandate 5

The Company: The Catholic Education 6 Commission of Victoria Ltd – Members of the Company – Directors of the Company – Objects of the Company

Vision 7 – Mission – Values and Operational Principles

Challenges Facing the Sector 9

Priorities 10

Strategies 10

Strategic Plan Matrix 11

Appendix 1: Canon Law References to 12 the vision and mission of Catholic education

Appendix 2: Operational Principles 14 of Catholic Organisations

Appendix 3: CECV Risk Management 19 provide Register – Sources of Risk: Operational Risk Categories

Appendix 4: The Strategic Plan Matrix 22

CECV Strategic Plan 2015–2019 3 CECV Strategic Plan 2015–2019 Executive Summary

Vision Strategic Priorities Flourishing Catholic school children, families n Catholic identity and communities living life to the full n Equity and fairness n Accessibility Mission n Stewardship To serve God in proclaiming the Good News n Good governance n Advocacy Motivating Spirit n The recognition of God’s grace in our lives n Our appreciation of the sacred dignity of all n Our drive to serve the common good

Values As we open ourselves to life in the n Fairness Spirit, radiating fully Christ’s truth and n Transparency love, we can also bring joy to a world n Integrity that so desperately needs God. By n Concern for all being true to our Catholic identity, we can help manifest and realise God’s kingdom, coming to be here Operational Principles and now, a kingdom of truth, peace, n Consultation joy and love that truly sets us free. n Collaboration Cardinal Donald Wuerl in his pastoral n Collegiality letter ‘Being Catholic Today – n Subsidiarity and local autonomy Catholic Identity in an Age of n Respect for legitimate authority Challenge’, 24 May 2015.

CECV Strategic Plan 2015–2019 4 Letter of Mandate from Bishop Vincent Long, Chair of the Catholic Education Commission of Victoria Ltd.

My friends in Christ from the Victorian Government enshrined in legislation for the first time. Since its incorporation on 23 May 2006, To ensure the long-term planned maintenance the Catholic Education Commission of and development of Catholic education in Victoria Ltd (CECV) has been the peak Victoria, this strategic plan for 2015–2019 has body for Catholic education in Victoria. been written. It provides the objects of the company alongside a summary of the mission I am delighted that the sector is thriving, and vision, the values and operational principles, with continued growth in enrolment the priorities and the strategies under which share. Our response to this increased the company operates. The plan also includes demand for Catholic education is the a number of appendices, which refer to Canon planned establishment of at least law references to the vision and mission of Catholic education, operational principles of nineteen new schools in identified Catholic organisations and the CECV Risk growth corridors over the next decade. Management Register. Catholic schools continue to be respected in In mandating this Strategic Plan, I commend the community for their offering of high-quality it to you. It will provide a rigorous roadmap for education of the whole person. The last year the ongoing growth and provision of Catholic has seen both academic achievement and a education in Victoria, endowing our students Sacred Heart Cathedral, Bendigo (Source: https://commons.wikimedia.org) wholehearted celebration of the Catholic faith with the tradition and values that a Catholic for students across Victoria. NAPLAN results education provides within a contemporary show that Catholic schools continue to setting. outperform all other sectors in value-adding, and participation in Catholic Education Week across the state is a major highlight for students and staff. The Enhancing Schools Catholic Identity (ECSI) Most Rev. project continues its good work investigating OFMConv STL DD the recontextualisation of our Catholic tradition. Chair, Catholic Education Commission The project has identified and developed tools of Victoria Ltd. to help schools articulate their unique identity and vision, expressing their distinctiveness as Catholic schools in a society where the Christian faith is increasingly marginalised. Funding certainty continues to be a major item on the CECV agenda. The Victorian government’s 2015 funding legislation has ensured that Catholic students will receive 25% of the cost of educating a student in a government school. This historic agreement means that Catholic students have support

St Mary’s Cathedral, Sale (Source: www.sale.catholic.org.au)

CECV Strategic Plan 2015–2019 5 The Company: The Catholic Education Commission of Victoria Ltd (CECV)

The Company is an integral part of, and promotes, the Church’s mission of Members of the Company Objects of the Company Catholic education and has a strategic n Archbishop DD, The CECV exists to: Archbishop of Melbourne role in ensuring that Catholic schools n act as the recipient and distributor of are of high quality, committed to n Bishop Leslie Tomlinson DD, recurrent grants Bishop of Sandhurst continually improving their effectiveness n support schools in their compliance with in both academic pursuits and in the n Bishop CSsR MA DD, all relevant legislation and registration preservation and enhancement of the Bishop of requirements distinctive identity and character of n Bishop Patrick O’Regan DD, n advocate and promote the position of Catholic schools. Bishop of Sale Victorian Catholic education with governments, government agencies and The Company is established by the Bishops to other peak bodies assist them to meet their responsibilities under Directors of the Company n on matters of statewide significance, act as Church Laws in providing Catholic education n Bishop Vincent Long OFMConv STL DD the overarching strategic planning and policy in Catholic schools in Victoria and to ensure (Chair) making body for the Catholic school system the proper governance of, and provide in Victoria, commissioning research, n leadership in, Catholic education across the Mr Francis Moore (Deputy Chair) formulating strategies and determining State of Victoria. n Dr Helga Neidhart RSC policies The Company exists as a It is acknowledged that the operation and n Fr Peter Slater PP n undertake industrial relations matters on representative body and provides governance of Catholic schools rests with behalf of school authorities. n Mr Stephen Elder (Melbourne) leadership, coordination and the local authority and is subject to a Bishop’s (Executive Director) representation of Catholic education oversight of schools in his diocese. The Company is to act always with due regard for n Ms Audrey Brown (Ballarat) in Victoria through a range of the autonomy of the dioceses and religious n Ms Maria Kirkwood (Sale) services to providers of Catholic institutes, whether for matters within or beyond n Mr Paul Desmond (Sandhurst). education in each Diocese and the competence of the local authority, for the good of Catholic education in Victoria and in to the local communities. fulfilment of its objects. (CECV Constitution May 2012)

CECV Strategic Plan 2015–2019 6 The CECV Vision for Education

‘Education is integral to the mission of the Church to proclaim the good news. The Mission of the First and foremost every Catholic Catholic Education education institution is a place to Commission of Victoria encounter the living God where Jesus Christ reveals his transforming love.’ Ltd (CECV) Pope Benedict XVI, from his 2008 The mission of the CECV is to act in the address to Catholic educators at the interests of all partners in Catholic education Catholic University of America. on statewide matters for the common good by: n assisting, supporting and serving diocesan ‘Catholic education is founded on the love of offices and schools achieve high standards the Father in Jesus Christ and through the of Catholic education Holy Spirit. It is the mission and privilege of n ensuring proper stewardship and Catholic education to serve and lead schools accountability for the government funds in their evangelising and educational mission.’ received and distributed Archbishop Denis Hart, 2015. n providing a voice for Catholic education Appendix 2 offers Canon Law statements across the four dioceses. relevant to the vision and mission of Catholic education. Values and Operational Principles The CECV values fairness, transparency, integrity and Christian concern for all but especially for the poor, the vulnerable and the marginalised. It is committed to consultation and subsidiarity, operating in a spirit of respect collaboration and collegiality, while respecting the legitimate autonomy of the relevant church authorities over the schools and dioceses. These operational principles are discussed in Appendix 3.

CECV Strategic Plan 2015–2019 7 To guide others to an encounter with Christ by announcing his message of salvation with language and ways understandable in our own day marked by rapidly transforming social and cultural advances, is the great challenge of the new evangelisation. Pope Benedict XVI, 24 August 2012. guide

Holy Cross Convent, Daylesford

CECV Strategic Plan 2015–2019 8 Challenges Facing the Sector Arising from the Objects of the Company

Factors which may impact the achievement of 10. inadequate accountability mechanisms objects include: for school compliance 1. Commonwealth/State Funding 11. failure to deliver the Integrated Catholic 2. Industrial Relations Online Network Project (ICON) in a timely manner and as a quality suite of services 3. Compliance 12. growth in central administration costs 4. Policies for service delivery at the expense of the 5. Regulatory schools 6. Information Technology 13. lack of ownership and participation on 7. Schools Support. the part of key stakeholders From an internal and external environmental 14. disparate local perspectives/attitudes audit, these challenges include the practicalities to statewide issues of: 15. lack of an agreed position on statewide 1. diminution of levels of funding from Australian issues and proposed policies and Victorian governments 16. respect for local autonomy of school 2. escalating costs reducing the affordability governors, with the CECV having no of Catholic schooling ownership of schools. 3. an inability to meet the demand for new These challenges give rise to a number of Catholic schools broad areas requiring the focus of the CECV. 4. a decline in enrolments through poor academic or social outcomes, or reputational (Source: CECV Risk Management Enterprise Framework perceptions and Risk Register. See Attachment 3). 5. fallout from the Parliamentary Inquiry and Royal Commission 6. the withdrawal of schools from the funding system because of changes in funding distribution mechanisms 7. unacceptable outcomes from Enterprise Bargaining Agreement negotiations driving up costs or diminishing the sense of calling to work in a Catholic school 8. a lack of clarity of the objects of the company and the ensuing roles and responsibility for deliverables 9. failure of Catholic Education Melbourne to deliver adequate levels of service in light of the Service Level Agreement

CECV Strategic Plan 2015–2019 9 Priorities Strategies

1. Catholic identity: understanding, 1. Catholic Identity: n Negotiating optimal contracts for the promoting and deepening the Catholic delivery of statewide services and n nature and practice of our schools via the Understanding, promoting and deepening technologies. Enhancing Catholic School Identity Project the Catholic nature and practice of our n Delivering ICON as an effective means (ECSIP). schools. to minimise workload on schools for n 2. Equity and fairness: engaging Implementing the findings of the Enhancing compliance and reporting. governments in funding discussions with Catholic School Identity Project. positive outcomes, operating within the n Deepening the engagement of school and 5. Governance practices: legislative framework. parish leaders in the Leuven Project: n Building good governance practices and 3. Accessibility: in line with government policy ‘Enhancing Catholic Identity in our Schools’. positive relationships within the CECV. make schools accessible to all who wish to n Identifying potential Catholic school leaders, share in our tradition. n Maintaining and developing positive encouraging them and developing them relationships with Canonical Administrators 4. Stewardship: improving educational through accredited study programs and outcomes while ensuring rigorous other statewide initiatives. n Maintaining and developing positive compliance and minimising the impost on relationships with religious congregations schools. 2. Equity and Fairness: through representation on the CECV Grants Allocation Committees (Secondary and 5. Governance practices: building good n Distributing general resources equitably Targeted Areas) and the CECV Review governance practices and positive across schools according to need. 6. Advocacy relationships within the CECV. Body Committee. n Making politicians aware of our service n Ensuring the effective representation of 6.  within the broader community n Maintaining clarity of the role of the CECV Advocacy: to the Australian and Victorian people Catholic education on government and providing a voice for Catholic education and revisiting it regularly to ensure fidelity and our seeking of distributive justice. statutory authorities’ decision-making across the four dioceses. to the stated objects of the Company. boards and reference groups. 3. Accessibility: n Delivering ICON in a timely manner as a n Offering a united Catholic education voice quality suite of services. n Collaborating statewide to make our to the broader community. Catholic schools accessible to all who n Meeting the requirements of the Australian seek to share in our tradition. Charities and Not-for-profits Commission n Attracting quality teaching staff who have (ACNC) according to good company a commitment to the Catholic ethos and practice. identity of our schools and developing these n Providing Board members with professional staff members holistically. development regarding governance responsibilities. 4. Stewardship: n Maintaining regular dialogue between the n Improving educational outcomes. dioceses and the CECV to ensure consistent n Ensuring rigorous compliance to the communication. CECV’s obligations to the Victorian n Formalising communications strategies with Registration and Qualifications Authority CECV stakeholders. (VRQA) and to the Australian Education Act 2013 (Cth) and Regulations while minimising the impost on schools.

CECV Strategic Plan 2015–2019 10 The Strategic Plan Matrix The key priorities give rise to the strategic directions. These fall to the responsibility of various stakeholders in the CECV from the diocesan directors themselves to key local staff. The implementation of the strategic directions therefore is up to those individual stakeholders working within their diocese, collaboratively across dioceses and with the support of the Catholic Education Service Level Agreement with the CECV.

The Strategic Plan Matrix (which is attached as Appendix 4) lays out the priorities, strategic directions, key stakeholders and some indicators of successful outcomes.

St Patrick’s Church, Port Fairy

CECV Strategic Plan 2015–2019 11 Appendix 1: Canon Law references to the vision and mission of Catholic education The Church’s Vision for The Church’s Vision for Education Collaboration between Canon 794 Dioceses §1. The duty and right of educating belongs Canon 431 in a special way to the Church, to which has been divinely entrusted the mission of assisting §1. To promote the common pastoral action persons so that they are able to reach the of different neighbouring dioceses according to fullness of the Christian life. the circumstances of persons and places and to foster more suitably the relations of the diocesan §2. Pastors of souls have the duty of arranging bishops among themselves, neighbouring everything so that all the faithful have a Catholic particular churches are to be brought together education. into ecclesiastical provinces limited to a certain territory. Canon 795 The Church’s Vision for Accepting Funds from Since true education must strive for complete Civil Society formation of the human person that looks to his or her final end as well as to the common Canon 797 good of societies, children and youth are to be nurtured in such a way that they are able Parents must possess a true freedom in to develop their physical, moral, and intellectual choosing schools; therefore, the Christian talents harmoniously, acquire a more perfect faithful must be concerned that civil society sense of responsibility and right use of freedom, recognises this freedom for parents and even and are formed to participate actively in supports it with subsidies; distributive justice social life. is to be observed. Canon 802

§1. If schools which offer an education imbued with a Christian spirit are not available, it is for the diocesan bishop to take care that they are established.

CECV Strategic Plan 2015–2019 12 While both the recontextualising and reconfessionalising approaches are explicitly Catholic, the recontextualising approach understands that new Catholic expressions of our ancient tradition need to be time and again created and revived if our students are to experience our faith as being meaningful and personally relevant. Dr Paul Sharkey, Catholic Identity, revive July 2015

St Patrick’s Cathedral, Melbourne

CECV Strategic Plan 2015–2019 13 Appendix 2: Operational Principles of Catholic Organisations

Subsidiarity, autonomy, collegiality, lowest level of government possible, allowing This was further emphasised when the 1980 must respect the legitimate diversity of these consensus, consultation, participative flexible approaches to improving outcomes’. Australian National Catholic Education churches, a collegial mode of decision- Conference sought to have any centralised making, and the time-honoured Catholic Schumacher (1973, p 228) comments that the decision-making and authority are structures for Catholic schooling: social principle of subsidiarity, which holds centre will gain in authority and effectiveness terms in common use within Catholic that nothing is to be done by a higher group, if the freedom and responsibility of the lower designed only to provide for such research, organisations. It is usually assumed agency or level of authority that can be done formations are carefully preserved. Whereas communications, governmental negotiations, better or as well by a lower group, agency that we share an understanding of the devolution deals with the release of power from reactions to legislation and public issues, or level of authority. (McBrien 1980, p 835) meaning of these important operational the centre or higher body to the local or lesser statistics, professional services, public principles. group, subsidiarity is based on the assumption representations and high-level policy It is acknowledged that the operation and that there is power that resides in the local formulations, as cannot be effectively carried governance of Catholic schools rests with The following writings may be helpful in fostering community, for example the Australian states out at the local or parish level. (CECNSW the local authority and is subject to oversight an agreed understanding within the Catholic and territories rather than with the 1980, 14.8.iv) by a Bishop of schools in his diocese. The education sector of Victoria. Commonwealth in our Federal model. Where Company is to act always with due regard for This principle is evidenced in the terms of the autonomy of the dioceses and religious central coordination or collaboration will lead reference of the various state and territory to a better result, the local bodies may choose institutes, whether for matters within or Commissions of Catholic Education established beyond the competence of the local authority, Subsidiarity to vote power to the central organisation which since 1972. The CECV Constitution states will represent their needs. This is somewhat at for the good of Catholic education in Victoria Subsidiarity is referred to consistently in the that the: odds with the more recent interpretations of and in fulfilment of its objects in clause 3.1. charters of the various Catholic education Alessandro Colombo (2004, 2012) who sees Company exists as a representative body (CECV Constitution 2012) commissions. Pope Pius XI enunciated the the higher authority ‘endowing individuals with and provides leadership, coordination A particular area where autonomy is respected principle of subsidiarity in his 1931 encyclical autonomy and the resources to fulfill (sic) a and representation of Catholic education is that of the religious congregations and the Quadragesimo Anno. He is quoted by Pope responsibility for developing and delivering in Victoria through a range of services to schools that they own or administer: John XXIII in the 1961 encyclical, Mater et the services they need’ (Colombo 2012, p 4). providers of Catholic education in each Magistra, when John XXIII cites ‘the principle The Commission, in its role of overall policy Thus the authority for action and decision- Diocese and to the local communities. of subsidiarity’: CECV Constitution 2012. formulation, shall be sensitive to the special making resides initially with the higher power. character of those schools founded and It is a fundamental principle of social A Catholic view of subsidiarity arises from the The CECV is mindful of both subsidiarity and directed by a Religious Institute. It shall philosophy, fixed and unchangeable, that respect afforded each individual in light of a local autonomy. respect the right of the Religious Institute to one should not withdraw from individuals positive anthropology based on the Gospels direct the school. Conscious of the special and commit to the community what they and the Church’s social justice tradition as charism of each Religious Institute as a gift can accomplish by their own enterprise and enunciated most recently by John Paul II Autonomy to the Church, the Commission shall industry. So, too, it is an injustice and at the (Centesimus Annus, par. 49) and Benedict XVI endeavour to foster that special expression Each state/territory Catholic authority is keen same time a grave evil and a disturbance of (Deus Caritas Est, par. 28); see Giorgio Vittadini of the elements of Catholic education which to respect the autonomy of its constituent right order, to transfer to the larger and higher (2012, p 20). Being debated here is the flow from that charism. In doing this it will be members: collectivity functions which can be performed intervention of the state for the common good preserving that special pluriformity that has and provided by lesser and subordinate versus the inalienable rights of the individual/ The Catholic Education Commission of been characteristic of, and very special to, bodies. (McBrien 1980, p 1044) lower order to determine their own fate. Victoria Ltd respects the autonomy of the history of the Catholic school. (SACCS Simply put, subsidiarity means decisions should In terms of the evolution of the Catholic diocesan, parish and religious order levels of 1987) decision-making. (CECV Constitution 1973) be made at the lowest appropriate level, for systems, it was stressed that ‘the momentum Pluriformity, as noted previously, refers to the instance the Australian Government’s Terms for the growth of any large central organisation As the Church is a communion of churches, variety of traditions and cultural expressions of Reference for the White Paper on Reform should come largely from the component then the central office (papacy) serves as found in Catholic schools in reflecting of the Federation defines the principle of elements perceiving a need rather than from a a sign of that unity; in that the Church is a the backgrounds of the religious congregations subsidiarity ‘whereby responsibility lies with the self-expanding centre’ (CECNSW 1980, p 14.1). communion of churches the central office invited into this country or founded here. These

CECV Strategic Plan 2015–2019 14 include Irish and French Church cultures, and of the Church (Porter 1991, p 82). ‘Even so it agreement was homothumadon: literally, ‘of one He may, of course, act contrary to the advice, monastic, Marian and Celtic spiritualities and can be argued that the term collegiality can and mind’. For this unanimity to be reached and for but the canon goes on to say that the practices. All add to the richness of the tapestry ought to be used to refer to the corporate such decisions to be effective, two things are presumption is on the side of majority of Catholic schooling in Australia. Powers exercise of leadership at all levels of authority in necessary: deliberative consideration and consultation, particularly if a consensus is endowed by Canon Law and the ownership the Church’ (ibid). This latter usage has become open-minded dialogue. The pronouncements reached. In such cases the bishop should of property are other reasons for the ongoing common across Australia, particularly in talking of Vatican II were consensually derived through not act contrary to advice unless he has an consideration of the place of religious of accepting professional responsibility for the ‘genuine dialogue wherein bishops representing overriding reason … The Church is a people congregations within state and systemic enterprise of Catholic schooling. While some of God and our form of church government contending points of view listened to each structures. Australian bishops still prefer the narrower is episcopal and consultative rather than other and made compromises, each bishop or more exclusive interpretation of the term congregational and parliamentary. (Griffin Complementarity in the Oxford English ‘collegiality’, other stakeholders reference modifying his point of view’ (Porter 1991, p 98). 1984, p 21) Dictionary is defined as a ‘complementary ‘co-responsibility’ as a consequence of the Democratic decision-making that may entail relationship or situation’ and is there exemplified There is no mention of the word ‘democracy’ interdependence between schools within a a brief discussion and a ‘majority rules’ vote by the capacity of two theories which together in the Code of Canon Law. There are, however, system. This is used to justify the sharing of appears simplistic when compared with the explain all phenomena of a certain type, 32 canons where consultation is recommended pooled resources between schools according need for time, for openness, and for informed whereas each separately only accounts for or required (Lucas 2008, p 350). The need to to need. Thus the systems become laboratories debate associated with consensual decision- some of the phenomena. An example of this spell out consultative processes to bishops is of ‘the globalisation of solidarity and charity making. Consensus is facilitated by the sharing is the use of the Wave Theory and the Particle itself an indication of the hierarchical model of so as to grow, with the whole Church, in the Theory to account for the properties of light of a positive worldview and a commitment to authority still in place in the Church. In Catholic co-responsibility of offering humanity a future (Britannica Online). In Church circles, the consensual process. schools the lay population could well of hope.’ (Benedict XVI, L’Osservatore Romano, complementarity may be taken to refer to experience unease at such a lack of democratic 24 August 2012). the use of diverse customs and practices process, which they expect in their own society, originating in different traditions and cultures Consultation and and see reflected in the Church’s respect for to enrich the Church’s understanding of its the individual in so many other ways. In the own being and physical expression. Consensus participation in USA, Bryk notes such a paternalistic model Consensus is commonly referred to in the decision-making is at best ‘the approach of a wise and caring documentation within the Catholic sector as parent’ (Bryk et al 1993, p 300), but that ‘the Collegiality the preferred model of decision-making. In the The Church’s view of the dignity of each large number of lay faculty in Catholic schools context of Catholic circles, consensus is seen individual demands respect for the individual. has fired a democratising spirit that will Collegiality is the recognition of equality among as flowing from the dignity and autonomy of This calls for consultation with those affected surely raise questions about the continued partners in the mission of the Church. This each individual and leading to the right of each by the decision to be made. The old Canon appropriateness of this hierarchical form of principle sits well with complementarity, individual to be heard in discussion and the Law said: Quod omnes tangit ab omnibus pluriformity and subsidiarity: best, generally agreed, proposition being approbetur (Canon 5.95.5: ‘That which affects The establishment of the Commission reflects followed. Williams (1983, p 77) implies that all should be decided by all’). The 1982 Code an appreciation of the Church as the word has negative overtones – a policy of Canon Law emphasises the importance of ‘communion’ where all members of the of avoiding or evading differences or divisions consultative church government. Every diocese Church have a contribution to make to its of opinion in an attempt to secure the centre is required to have a senate of priests, a college life and mission. We, the people, are the or occupy the middle ground. of consultors and an administrative council Church, forming a community founded on Porter (1991, pp 97–102) draws on the earliest while pastoral councils and synods are faith, worship and loving service, sharing records of the Christian community, the Acts recommended. Their existence obligates the the responsibility for the common mission of the Apostles and the Pauline letters, to bishop to consult: of evangelisation, called to serve in different determine the source for a consensual and ways with different gifts, and to perform collegial exercise of decision-making. There These consultative bodies are not parliaments different tasks, but always with the same he found the phrases ‘we have with one or boards of directors; they are consultative dignity. (South Australian Commission for accord decided’ (Acts 15: 25), ‘the proposal to the bishop, but the role of consultation is Catholic Schools 1987) was accepted by the whole assembly’ not a mere pro-forma action in church law. Theologians define collegiality in almost (Acts 6: 5) and ‘the apostles and presbyters, Consultation is so important that Canon 127 exclusively episcopal terms, that is, as in agreement with the whole church, decided’ says that when consultation is required by law, cooperation among bishops in the governance (Acts 15: 22). The Greek used for this the bishop acts invalidly if he fails to consult.

CECV Strategic Plan 2015–2019 15 leadership’ (op. cit, p 300). A shared sense of processes of an organisation. This is because people at the appropriate level. The concepts If unity of spirit is to be promoted … there collegiality which arises from the intrinsic dignity groups are more willing to accept a of authority, autonomy, respect for the individual must exist mutual esteem between all forms of each member of the Church calls for compromise which has the appearance of and collaboration all underpin the structure of the apostolate in the Church and, with collaboration and authentic consultation without being palatable to either contending viewpoint and operation of Catholic schooling in Australia. due respect for the particular character of diminishing legitimate authority (see Lucas et al. than to give ground fundamentally. Similarly, The authority of the bishop is central to the each organisation, proper coordination … 2008, p 352). compromise may be an avoidance of healthy organisation of Catholic education: by the hierarchy. (Decree on the Apostolate of the Laity, n.23) Cardinal John Henry Newman saw the Church conflict within an organisation. Debate needs In the whole diocese or in given areas of it, as happier when its members participated in to be earnest and the polarised viewpoints the coordination and close interconnection of This involves ‘apostolic cooperation on the part debate than ‘when she cuts off the faithful respected if growth is to follow from the all apostolic works should be fostered under of both branches of the clergy, as well as those from the study of her divine doctrines and the discussion. Ultimately, a consensually derived the direction of the bishop. (Decree on the of the religious and the laity’ (ibid). A hierarchical sympathy of her divine contemplations, and recommendation or decision may not reflect Bishop’s Pastoral Office in the Church, n. 17) model of authority is tempered by the 1 requires of them a fides implicita in her word, the wishes of all but it must have the public exhortation to bishops to exercise authority as In the Code of Canon Law, Canon 806 defines which in the educated classes will terminate in support of all. a service: ‘In exercising his role of father and the rights of a bishop concerning schools within indifference, and in the poorer in superstition’ pastor, a bishop should stand in the midst of his diocese: (Haines 1976, p 32). his people as one who serves’ (Decree on the Mary Benet McKinney osb names this Authority The diocesan Bishop has the right to watch Bishop’s Pastoral Office in the Church, n. 17). over and inspect the Catholic schools Then those for whom the bishop is responsible discernment in the decision-making process Principles concerning decision-making, respect situated in his territory, even those will ‘gratefully submit themselves to his divinely as the concept of shared wisdom: and the exercise of power interrelate and can established or directed by members of conferred authority’ (ibid). Gathering the wisdom of the people who be problematic in practice. Those who have religious institutes. He has also the right to have the lived experience of whatever it is authority must exercise it at times and, as issue directives concerning the general In today’s society, the concept of authority is you are about and then allowing that wisdom, indicated, this could mean ignoring the advice regulation of Catholic schools; these a vexed one. Weber (1947) wrote of three pure all its varieties to interact, to impact some of of those consulted. If those with the authority directives apply also to schools conducted types of legitimate authority whose claim to your initial thoughts and to make adjustments to make decisions consistently go against the by members of a religious institute, although legitimacy rested on: in order to hear the new wisdom. That’s what advice they have invited through consultative they retain their autonomy in the internal n rational grounds – a belief in the ‘legality’ of my shared wisdom model is about. processes then they demean those consulted. management of their schools. patterns of normative rules and the right of (McKinney 2013). If the system’s participants adhere to the those elevated to authority under such rules By virtue of his consecration and his communion Weick (1969, pp 103–104) raises his concern fundamental value of respect for each individual legal authority with the Bishop of Rome, each bishop has the to issue commands ( ). that widespread participation in the decision- in the process then it is more likely that n making process can blunt the adaptive decisions will be made by the appropriate prime responsibility for the defence and traditional grounds – an established belief in transmission of the Catholic faith within his the sanctity of immemorial traditions and the diocese. Organisations that wish to be legitimacy of the status of those exercising recognised as Catholic must therefore accept his authority under them (traditional authority). authority and seek his approval to call themselves n charismatic grounds – a devotion to the Catholic publicly. As mentioned previously, this is specific and exceptional sanctity, heroism or enshrined in Canon 803 which defines a Catholic exemplary character of an individual person, school as one that is understood to be: and of the normative patterns or order … under the control of the competent revealed or ordained by him (charismatic ecclesiastical authority or of a public authority). ecclesiastical juridical person, or one which, In discussing these types of authority, Pugh in a written document, is acknowledged (1971, p 15) offers explanations of the as Catholic by the ecclesiastical authority. obedience owed in each case. The model (Code of Canon Law, Canon 803) adopted by the tends to be While the bishop is the legal authority for the a combination of the legal and the traditional: provision of Catholic schooling in a diocese, authority in the church is established by virtue he is obligated to consult widely and act responsibly with his partners in education 1 Fides implicita corresponds to unquestioning belief or (Griffin 1984, p 21). ‘blind faith’

CECV Strategic Plan 2015–2019 16 of office and by cultural norm. In the Code for the assertion of the laity that the church of Canon Law, Canons 375–411 deal with should be more democratic (Clancy 1998). bishops. By consecration the bishop is Lucas (2008, p 50) writes that governance responsible for sanctifying, teaching and ruling in Church terms relates to the formulation of within his diocese (Canon 375) and he has all policy and the one who governs is responsible the ordinary, proper and immediate power for policy. which is required to carry out his office (Canon The understanding of right relationship 381). He rules with legislative, executive and between authority, power, and charism, is judicial2 power in accord with the norm of law always subject to the cultural, sociological, (Canon 391) and represents the diocese in all and even ideological fashions of the time … juridic affairs (Canon 393). The modern world, in which democracy is Until Vatican II, Catholic society had been an everyday experience, finds it difficult to raised to accept the authority of pope and understand an ‘unelected’ authority or bishop by virtue of the office to which they had governance by an individual. The tension been consecrated, but the culture of Australian between a hierarchical vision and a Catholicism also had encouraged a personal congregational vision of the church is ever docility to those in high office in the church. present. (Lucas 2008, p 51). O’Farrell puts it thus: The use and abuse of authority are ever present The bishops were determined, with in any understanding of the tensions between implacable rectitude and totalitarian vigour, autonomy and accountability, both significant that their flocks were to be forced to be free – factors in the Catholic school sector. free from apathy and carelessness, and easy ways, and from the impulse to resist the will of the clergy. (Campion 1982, p 65) Bishop TV Cahill, in 1959, condemned the tendency in Australia to diminish episcopal authority in a spirit ‘of false democratism which regards all members of the church as equals’ (Campion 1982, p 65). Movements since Vatican II to participative decision- making or wide consultation may be seen to weaken this authority for some traditionalists, but the removal of this involvement once it has been offered is even more problematic to justify. In 1998 Cardinal Edward Clancy (Clancy 1998) reaffirmed the traditional source of authority in the church, the episcopacy, as being based on Jesus’ mandate to his apostles and handed down through the sacrament of orders. In contrast, Swiss Protestant Reformer, John Calvin, used the term presbyterianism to describe the necessary and equal involvement of all members of the church in its decision-making (Porter 1991, 2 Ordinary, proper, immediate, legislative, executive and judicial p 83). In the modern church, Cardinal Ratzinger powers: technical terms which indicate that, for practical (later Pope Benedict XVI) in Rome used the purposes, the bishop has supreme power within his diocese, subject to the stipulations of Canon Law. Few people term ‘protestantisation’ and Clancy in Australia associated with Catholic schools would be confident in used the term ‘creeping congregationalism’ challenging the bishop’s legal authority.

CECV Strategic Plan 2015–2019 17 Referenced Sources

Australian Government, Terms of reference of Pugh, DS (ed.) 1971, Organization theory, the White Paper on Reform of the Federation, Penguin Books, Harmondsworth, England. 28 June 2014, Canberra. Selleck, RJW 1970, Crudden the reluctant rebel, Bryk, AS, Lee, VE and Holland, PB 1993, Heinemann Educational, Melbourne, Australia. Catholic schools and the common good, (Includes text of Crudden’s address to the Harvard University Press, Cambridge, Mass. Newman Graduates Association in Sydney, February 1970.) Campion, E 1982, Rockchoppers, Penguin Books, Ringwood, Victoria. Vittadini, G 2012, ‘Subsidiarity: a new partnership between state, market and civil Clancy, E 1998, ‘Laity in a changing Church’, society’ in A Brugnoli & A Colombo (eds), The Catholic Leader, 22 March 1998, The Government, Governance and Welfare Reform, Corporation of the Trustees of the Roman Edward Elsworth Publishing, Cheltenham, Catholic Archdiocese of Brisbane, Brisbane. England. Colombo, A 2004, The Principle of Subsidiarity Weber, M 1947, ‘Legitimate authority and and European Citizenship, Universita Cattolica bureaucracy’ in DS Pugh (ed.), Organization del Sacro Cuore, Milan. theory, Penguin Books, Harmondsworth, Colombo, A (ed.) 2012, Subsidiarity England. Governance: Theoretical and Empirical Models, Weick, KE 1969, The social psychology of Palgrave Macmillan, New York. organizing, Addison-Wesley, Reading, Mass. Griffin, BF 1984, ‘Introduction to the jargon of Canon Law’ in The Jurist: Studies in Church Law and Ministry, 44 (1), 19–27. Groome, TH 1996, ‘What makes a school Catholic?’ in TH McLaughlin, J O’Keefe SJ and B O’Keeffe (eds), The contemporary Catholic school, Falmer Press, London. Lucas, B, Slack, P and d’Apice, B 2008, Church Administration Handbook, St Pauls Publications, Strathfield, Australia. McBrien, RP 1980, Catholicism, Winston Press, Minneapolis. McKinney OSB, MB 2013, ‘Sharing Wisdom’, New Zealand Catholic Education Office video transcript, 2 April 2013, Wellington. Porter, LB, 1991, ‘Principles of collegiality from portraits of presbyteral assemblies in acts’ in The Jurist: Studies in Church Law and Ministry, 51, 81–102.

St Patrick’s Cathedral, Ballarat

CECV Strategic Plan 2015–2019 18 Appendix 3: CECV Risk Management Register The CECV Enterprise Risk Management Risk sources are the elements which Framework published in October 2014 offers a good summary (§5.1) of the sources of risk alone or in combination have the according to the operational risk categories intrinsic potential to give rise to risk. which can be broken down to include: Within the CECV business, there are 1. Governance multiple sources of risk and business 2. Economic and Financial categories. Over time these need to 3. Human Resources and Safety be considered and reviewed from the 4. Business Disruption perspective of each risk focus area 5. Corporate Information (strategic, operational, project and 6. Service Delivery and External Relations emerging).

(Source: CECV Enterprise Risk Management Framework §4.2)

CECV Strategic Plan 2015–2019 19 Sources of Risk: Operational Risk Categories

Governance

Planning Audit Committee Effectiveness Delegations & Authorities

Fraud Control Policy Management Project Management Regulation & Legislation

Complaints Management External Reporting Victorian Dioceses Change Management

Economic & Financial Efficient & Effective Financial Budgeting and Planning Expenditure Management Administration Financial Accounting & Funding Arrangements Purchasing Funding Sources Reporting

Grant Administration Asset Management Infrastructure Management

Human Resources & Safety

Industrial Relations (CECV) Workforce Management Training & Recruitment Health & Safety

Learning & Development People Management Working Environment Change Management and Capabilities

CECV Strategic Plan 2015–2019 20 Business Disruption

Natural Events Building Security Computer System Security Restructure

Utilities Failure Property Damage Systems Failure Simultaneous events

Business Continuity Disaster Recovery Emergency Management Critical Incidents Management

Corporate Information Records & Information Public Relations Benchmarking Data Quality & Security Management (External Information)

Data Access & Availability Data Transfer & Storage Brand Management Marketing

Unauthorised Release Reputation Social Networking Websites Internal Communications of Information

Research & Ethics Web Development Information Technology Systems Integrity

Service Level Agreement

Service Delivery and External Relations Relationship Management Principals Community Business with Schools Government Parish Educational Bodies Regulators (State & Local Authorities)

Political & Regulatory Change Stakeholder Management Alignment of Objectives Appropriateness of Service

Value of Service Demand for Service Religious Authorities Catholic Capital Grants

National Catholic Education Catholic Network Australia Victorian Dioceses Services to Schools Commission

CECV Strategic Plan 2015–2019 21 Appendix 4: The Strategic Plan Matrix

Indicators of Successful Priority Strategies Strategy Owner Strategic Outcomes Understanding, promoting and deepening the Catholic nature Diocesan Directors with interdiocesan support n Vibrant faith communities which are beacons of hope and practice of our schools

Implementing the findings of the Enhancing Catholic School Diocesan Directors with interdiocesan support n Schools faithfully contextualise Catholic practice Identity project

Deepening the engagement of school and parish leaders in n A publicly shared vocabulary around speaking about Diocesan Directors with interdiocesan support Catholic Identity Enhancing Catholic School Identity Catholic Identity in the Modern World

n Effective appraisal processes discerning and affirming Identifying potential Catholic school leaders, encouraging Diocesan Directors with interdiocesan support potential leaders them and developing them through accredited study programs CEM Manager, Leadership n and other state-wide initiatives Wide take-up of systemic support for formal study as well as short courses

Making politicians aware of our service to the Australian Executive Director n Bipartisan support for the maintenance and expansion of and Victorian people and our seeking of distributive justice CEM Director, Enterprise Services Catholic education as an integral service to the community in funding outcomes CEM Chief Finance Officer n Rigorous and vigorous presence of a Catholic voice

n Transparent and best practice funding formulae for Equity and Fairness distribution according to need as determined by CECV Distributing general resources equitably across schools CEM Chief Finance Officer n School communities act responsibly as stewards of the according to need Grants Allocations Committees locally and centrally supplied resources with realistic expectations of local contributions n Schools and other stakeholders endorse the funding models

n A public appreciation of the goals of Catholic schooling Collaborating state-wide to make our Catholic schools n A public awareness that support is available to attend Diocesan Directors with interdiocesan support accessible to all who seek to share in our tradition a Catholic school for those in need n A balanced enrolment profile across the system

Accessibility n A successful liaison with Universities to attract education students to teaching placements in Catholic schools within Attracting quality teaching staff who have a commitment to and outside of Melbourne the Catholic ethos and identity of our schools and developing Diocesan Directors with interdiocesan support n A high take-up rate of quality courses offered at the Catholic these staff members holistically Leadership Centre n Systematic support for aspiring teachers and aspiring leaders

CECV Strategic Plan 2015–2019 22 Indicators of Successful Priority Strategies Strategy Owner Strategic Outcomes n Improved value adding as measured through NAPLAN Improving educational outcomes Diocesan Director with diocesan support results, retention rates, VCE and VET completion rates, study scores

Ensuring rigorous compliance to CECV’s obligations to VRQA n Accurate and validated data for compliance reports CEM Manager, Analysis, Policy & Research and to the Australian Education Act and Regulations while n Director, Enterprise Services Using emerging technologies to streamline processes Stewardship minimising the impost on schools while validating data

Negotiating optimal contracts for the delivery of state-wide n CEOs act responsibly as stewards of the system’s scant CEM Director, Enterprise Services services and technologies resources

Delivering ICON as an effective means to minimise workload CEM Director, Enterprise Services n Successful roll-out of ICON in a timely manner on schools for compliance and reporting Chief Project Officer ICON

n Well informed debate about strategic issues n Consensual decision making Building good governance practices and positive relationships n Respect for subsidiarity and appropriate local autonomy CECV Directors within CECV n Rigorous transparency in decision making n Clarity of understanding the responsibilities of each CECV partner

Maintaining and developing positive relationships with n Tangible support of the consultors for CECV policy and Diocesan Directors Canonical Administrators funding models

Maintaining and developing positive relationships with religious Executive Director n Clear processes for nominations from CRV to committees congregations through representation on GAC(S), GAC(TP) Diocesan Directors n and the CECV Review Body Committee. Regular dialogue with CRV through available forums eg CSV Governance Maintaining clarity of role of CECV and revisiting it regularly n Shared understanding and commitment on the part of the Practices Executive Director to ensure fidelity to the stated objects of the Company CECV Directors

CEM Director, Enterprise Services n Positive and timely roll-out experiences of ICON within Delivering ICON in a timely manner as a quality suite of services Chief Project Officer ICON budget

Meeting the requirements of ACNC according to good c CEM Chief Finance Officer n Timely compliance to ACNC requirements ompany practice

Providing Board members with professional development Executive Director n Appropriate allocation of time and resources to upskilling re governance responsibilities CEM Manager, Leadership the Directors at CECV planning days

Executive Director Maintaining regular dialogue between the dioceses and n Unified identification with core CECV messages by the CEM Director, Enterprise Services CECV to ensure consistent communication stakeholders CEM Manager, Communications & Marketing

Ensuring the effective representation of Catholic education n Bipartisan support for the maintenance and expansion Executive Director on government and statutory authorities’ decision making of Catholic education as an integral service to the community Diocesan Directors boards and reference groups n Advocacy Rigorous and vigorous presence of a Catholic voice Offering a united voice on Catholic education in the broader Executive Director n Rigorous and vigorous presence of a Catholic voice community

CECV Strategic Plan 2015–2019 23 Suffer the little children to come unto me…

CECV Strategic Plan 2015–2019 24