DOCSLIB.ORG

THE UNIVERSITY of HULL. NAME: Thomas Joseph Deenihan DEPARTMENT: Institute for Learning DEGREE: Edd Deposit of Thesis in Accorda

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
THE UNIVERSITY of HULL. NAME: Thomas Joseph Deenihan DEPARTMENT: Institute for Learning DEGREE: Edd Deposit of Thesis in Accorda THE UNIVERSITY OF HULL. NAME: Thomas Joseph Deenihan DEPARTMENT: Institute for Learning DEGREE: EdD Deposit of thesis in accordance with Senate Minute 131.1955/56 and 141.1970/71. I, Thomas Joseph Deenihan, hereby give my consent that a copy of my thesis Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction o f an examinable, non- denominational syllabus for religious education if accepted for the degree of EdD in the University of Hull and thereafter deposited in the University library shall be available for consultation, inter library loan and photocopying at the discretion of the University Librarian from February 1st. 2002. University of Hull Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education being a thesis in partial fulfilment of the Degree of Doctor of Education in the University of Hull by Rev. Thomas J. Deenihan. M.Ed. 1 August 2001. One last thing, my son, be warned that writing books involves endless hard work, and that much study wearies the body. (Ecclesiastes 12:12) To my parents and friends in Bantry who provided refuge and support to an oft wearied writer. ACKNOWLEDGEMENTS. I would like to record sincere appreciation to the following, without whom the completion of the thesis would not have been possible. Firstly, I would like to thank Prof. V.A. McClelland who directed this thesis with enthusiasm, expertise and a genuine interest in religious education. Appreciation is due to Br. Matthew Feheney and CLEO who have provided a venue and medium for post-graduate study in the Catholic dimension of education. In so doing, they have addressed a long-standing lacuna for teachers within both the educational and Church communities. I am grateful to Dr. Frank Steele of CLEO for his advice and support throughout. I would also like to thank Dr. Mike Bottery and, through him, the staff at the Institute for Learning at The University of Hull for their advice and assistance. I am deeply indebted to the religion teachers throughout Ireland involved in the first phase of the introduction of religious education as an examination subject who obliged by responding to the questionnaire. I am also grateful to Fr. Gearoid O’Donoghue and Ms. Eilis Murphy of The Institute of Technology, Tralee for their assistance in analysing same. I would like to thank my fellow clergy in Bantry parish, Canon Donal O’Callaghan and Fr. Michael Kelleher, who often, and sometimes unwittingly, provided valuable assistance by ‘covering’ for an absent or otherwise engaged colleague. I am also indebted to my principal, Ms. Noreen Deasy, and teaching colleagues at St. Goban’s College, Bantry, who facilitated and motivated this work and to my friends in Bantry and Kealkil who expressed interest and provided encouragement. Finally, I would like to thank my colleague, Kevin Healy for casting his eye over the many drafts for errors and for his support throughout. In any event, responsibility for any such errors remains mine! iii TABLE OF CONTENTS. Acknowledgements iii Table of Contents iv Table of Figures viii Tables xi Abstract xii Chapter One INTRODUCTION 1 1.1 Introduction and definition. 1 1.2 The scope of this dissertation. 9 1.3 Religious education in the third millennium. 10 1.4 Religious education and the ethos of Catholic schools. 20 1.5 The legal obligation on post-primary schools to teach religious instruction. 22 1.5.1 The Secondary School and religious instruction. 22 1.5.2 The Community School and religious instruction. 25 1.5.3 The Community college and religious instruction. 27 1.5.4 The Vocational School and religious instruction. 29 1.5.5 A changing post-primary education landscape. 32 1.6 Overview. 34 Chapter Two CHAPTER TWO - THE CHURCH AND RELIGIOUS INSTRUCTION / CATECIIETICS. 37 2.1 Towards a separation of religious education and catechetics. 37 2.2 The Catechetical Movement. 41 2.3 The emergence of the General Catechetical Directory. 45 2.4 The role of the catechism in Catholic catechesis. 49 2.5 An approved catechetics programme. 54 2.6 The faith context in which catechetics/ religious education is taught. 58 2.7 A Synopsis of Church documents in relation to religious education and catechetics in the current Irish context. 60 2.7.1 Gravissimum Educationis. 61 2.7.2 Ad norman decreti, The General Catechetical Directory. 62 2.7.3 Maigre les declarations, Catholic Schools. 65 2.7.4 Catechesi Tradendae. 68 2.7.5 The Religious Dimension of Education in a Catholic School. 70 2.7.6 The Catholic School on the threshold of the third millennium. 71 2.8 Overview. 73 /v Chapter Three THE STATE AND RELIGIOUS EDUCATION 75 3.1 The State and religious education. 75 3.2 The development of the syllabus for religious education. 77 3.3 The aims of the syllabus for religious education. 79 3.4 Combining catechetics and religious education. 83 3.5 Church reaction to the State syllabus. 87 3.6 State funding for religious education. 90 3.7 Priests, chaplains and pastoral agents. 93 3.8 The role of the universities in relation to the provision of qualified ‘graduate’ teachers of religion. 94 3.9 The Irish Universities and their denominational theology faculties. 95 3.10 The 1908 Irish Universities Act and the provision and prohibition of theology in the university. 99 3.11 The 1997 Universities Act and a secular theology. 104 3.12 The University, the theologian and academic freedom. 106 3.13 The implications of a non-denominational theology faculty for Catholic schools, religious education and catechetics. 110 Chapter Four SOME LEGAL, EDUCATIONAL AND ETHICAL IMPLICATIONS ARISING FROM THE INTRODUCTION OF RELIGIOUS EDUCATION AS AN EXAMINATION SUBJECT. 111 4.1 Implications arising from the combining of religious education and religious instruction. I l l 4.2 A shortage of qualified religious education/catechetics teachers. 114 4.3 Difficulties arising from the issue of teacher qualification. 118 4.4 Relevant implications arising from Irish and European employment legislation. 122 4.5 Further issues for schools arising from the introduction of religious education as an examination subject. 126 4.5.1 Staffing. 126 4.5.2 Time. 126 4.5.3 Inspection. 127 4.6 Religious education and catechetics in the Irish context: two compatible or opposed disciplines? 128 Chapter Five METHODOLOGY 135 5.1 The survey. 135 5.2 Objectives. 136 5.3 Method. 137 5.4 Structure. 138 5.5 Analysis. 139 5.6 Limitations. 141 v Chapter Six AN ANALYSIS OF THE SURVEY FINDINGS 142 6.1 Response rates. 142 6.2 Reliability Tests. 142 6.3 Analysis. 143 6.3.1 The gender of religious education teachers. 144 6.3.2 The status of religious education teachers. 145 6.3.3 Respondent inside or outside the Leinster area. 147 6.3.4 Respondents school type. 148 6.3.5 Number of first year students in respondents school. 149 6.3.6 Number of first year students taking religious education as an examination subj ect. 150 6.3.7 Number of students in the examinable religious education class. 151 6.3.8 Time allocation for religious education. 152 6.3.9 Respondents highest religious education qualification. 154 6.3.10 If all students in your school were, in time, to take religious education as an examination subject, would there be sufficient qualified teachers to teach the subj ect? 157 6.3.11 I welcome the introduction of religious education as an examination subj ect. 160 6.3.12 I have reservations about the introduction of religious education as an examination subject. 162 6.3.13 The State coordinator has been supportive. 165 6.3.14 The Diocesan advisor has been supportive. 167 6.3.15 The texts supplied by Veritas have been useful. 169 6.3.16 Teaching religious education can be combined with teaching catechetics. 172 6.3.17 First year classes in my school taking religious education as an examination subject will continue with the subject until Junior Certificate. 176 6.3.18 Religious education as an examination subject has raised the subject profile among parents. 179 6.3.19 Religious education as an examination subject has raised the profile among staff. 182 6.3.20 Religious education as an examination subject has raised the profile among pupils. 185 6.3.21 Is your school teaching catechetics in conjunction religious education according to the guidelines issued by the Catechetics Commission of the Irish Episcopal Conference? 187 6.3.22 What measures have been taken in your school in relation to teaching catechetics to students who are taking religious education as an examination subject? 191 v/ Chapter seven SUMMARY OF FINDINGS, RECOMMENDATIONS AND CONCLUSION. 194 7.1 Difficulties arising for religious education. 194 7.1.1 The issue of time. 194 7.1.2 Teacher qualification. 196 7.1.3 The support structures in place for the religious education teacher/ catechist. 198 7.1.4 The status of religious education among parents, staff and pupils. 200 7.1.5 Attitudes of teachers towards religious education and catechetics. 201 7.1.6 The syllabus in religious education. 203 7.2 Recommendations. 206 7.2.1 A separation of religious education and religious instruction. 206 7.2.2 The availability of qualifications. 208 7.2.3 The roles of the inspectorate and the diocesan advisor. 210 7.2.4 The role of the local Church. 213 7.2.5 Appointment to membership of Trustee and Management Boards. 215 7.3 Conclusion.
Load more

Recommended publications
  • The Curragh Mutiny in Context Friday 21 March 2014
    The Curragh Mutiny in Context Friday 21 March 2014 Watertower Curragh Camp circa 1910 Ceannt Barracks Officers Mess, Curragh Camp Sir Richard Aikens (Court of Appeal of England and Wales), Professor Thomas Bartlett (University of Aberdeen), Professor Ian Beckett (University of Kent), Barry Bowman (Bowman & Co., Solicitors), Dr Timothy Bowman (University of Kent), Dr Anne Dolan (Trinity College Dublin), Professor Ronan Fanning (University College Dublin), Professor Keith Jeffery (Queens University Belfast), Mr Justice Ronan Keane (Chief Justice of Ireland, 2000-2004), Professor Eoin O’Dell (Trinity College Dublin), Mr Justice Donal O’Donnell (Supreme Court of Ireland); Professor Eunan O’Halpin (Trinity College Dublin), Mark Seaman (Historian, Cabinet Office), and Roger Sweetman SC. A Centre for Contemporary Irish History 1912-1923 Commemorative Initiative DRAFT PROGRAMME 9.30: Conference Opening 9.45-11.00 Crisis in the making (Chair: Dr Anne Dolan) Eunan O’Halpin Dublin Castle and the Curragh Crisis Tom Bartlett The Army and Ireland since 1801 Ronan Fanning The Government and Ireland, 1911-14 11.00-11.15 Coffee 11.15 – 12.30 Events and Outcomes (Chair: Mark Seaman) Ian Beckett Armed Services, Government and Crown in 1914 Tim Bowman Ulster Unionists and the Army Keith Jeffery Sir Henry Wilson and the defence of Ulster 12.30- 1.15 Lunch 1.15 – 2.15 Visit to the Curragh Camp Museum 2.15-3.15 Legal and Constitutional Issues (Sir Richard Aikens, Mr Justice Ronan Keane and Mr Justice Donal O’Donnell presiding) Barry Bowman The framework of military law in 1914 Eoin O’Dell Was there a mutiny or any other breach of the law- 1 Roger Sweetman Was there a mutiny or any other breach of the law- 2 3.15-3.30 Coffee 3.30-5.00 Judges’ views; general discussion 5.00 Conference Closes 5-6.30 Reception .
    [Show full text]
  • Irish Schools Athletics Champions 1916-2015 Updated June 15 2015
    Irish Schools Athletics Champions 1916-2015 Updated June 15 2015 In February 1916 Irish Amateur Athletic Association (IAAA) circularised the principal schools in Ireland regarding the advisability of holding Schoolboys’ Championships. At the IAAA’s Annual General Meeting held on Monday 3rd April, 1916 in Wynne’s Hotel, Dublin, the Hon. Secretary, H.M. Finlay, referred to the falling off in the number of affiliated clubs due to the number of athletes serving in World War I and the need for efforts to keep the sport alive. Based on responses received from schools, the suggestion to hold Irish Schoolboys’ Championships in May was favourably considered by the AGM and the Race Committee of the IAAA was empowered to implement this project. Within a week a provisional programme for the inaugural athletics meeting to be held at Lansdowne Road on Saturday 20th May, 1916 had been published in newspapers, with 7 events and a relay for Senior and 4 events and a relay for Junior Boys. However, the championships were postponed "due to the rebellion" and were rescheduled to Saturday 23rd September, 1916, at Lansdowne Road. In order not to disappoint pupils who were eligible for the championships on the original date of the meeting, the Race Committee of the IAAA decided that “a bona fide schoolboy is one who has attended at least two classes daily at a recognised primary or secondary school for three months previous to 20 th May, except in case of sickness, and who was not attending any office or business”. The inaugural championships took place in ‘quite fine’ weather.
    [Show full text]
  • Reconciling Ireland's Bail Laws with Traditional Irish Constitutional Values
    Reconciling Ireland's Bail Laws with Traditional Irish Constitutional Values Kate Doran Thesis Offered for the Degree of Doctor of Philosophy School of Law Faculty of Arts, Humanities and Social Sciences University of Limerick Supervisor: Prof. Paul McCutcheon Submitted to the University of Limerick, November 2014 Abstract Title: Reconciling Ireland’s Bail Laws with Traditional Irish Constitutional Values Author: Kate Doran Bail is a device which provides for the pre-trial release of a criminal defendant after security has been taken for the defendant’s future appearance at trial. Ireland has traditionally adopted a liberal approach to bail. For example, in The People (Attorney General) v O’Callaghan (1966), the Supreme Court declared that the sole purpose of bail was to secure the attendance of the accused at trial and that the refusal of bail on preventative detention grounds amounted to a denial of the presumption of innocence. Accordingly, it would be unconstitutional to deny bail to an accused person as a means of preventing him from committing further offences while awaiting trial. This purist approach to the right to bail came under severe pressure in the mid-1990s from police, prosecutorial and political forces which, in turn, was a response to a media generated panic over the perceived increase over the threat posed by organised crime and an associated growth in ‘bail banditry’. A constitutional amendment effectively neutralising the effects of the O'Callaghan jurisprudence was adopted in 1996. This was swiftly followed by the Bail Act 1997 which introduced the concept of preventative detention (in the bail context) into Irish law.
    [Show full text]
  • Thirty Years of Law Reform 1975-2005
    Thirty Years of Law Reform 1975-2005 delivered by Ronan Keane Former Chief Justice and Former President of the Law Reform Commission To Mark the Thirtieth Anniversary of the Law Reform Commission At Farmleigh House, Phoenix Park, Dublin 23 June 2005 1 Thirty Years of Law Reform 1975-2005 Introduction: of the Code Civil and Law Commissions Two years ago in a great amphitheatre in the Sorbonne the two hundredth anniversary of the Code Civil, the instrument embodying the civil law of France, was celebrated with characteristic Gallic style and elegance. The heroes of the occasion were the great jurists - led by Portalis - who were associated with the birth and development of the code, but those present were of course reminded that its creation is also forever linked with Napoleon, then the First Consul and after whom it is frequently called. He would surely have been surprised by this glowing tribute to his greatness as a law reformer paid by Lord Brougham in the House of Lords a mere thirteen years after he had been defeated at Waterloo: “You saw the greatest warrior of the age – the conqueror of Italy – the humbler of Germany – the terror of the North – account all his matchless victories poor compared with the triumph you are now in a condition to win – saw him condemn the fickleness of fortune while, in despite of her, he could pronounce his memorable boast, ‘I shall go down to posterity with the Code in my hand.’ You have vanquished him in the field; strive now to rival him in the sacred arts of peace! Outstrip him as a lawgiver, whom in arms you overcame!” This rhetorical tour de force came towards the end of an oration which even by the standards of the time must have sorely taxed its audience, lasting as it did for over six hours.
    [Show full text]
  • Public Libraries Are Amongst the Top Value for Money Public Services
    Issued by An Chomhairle Leabharlanna (The Library Council) No. 239 April 2004 ISSN 0332-0049 PUBLIC LIBRARIES ARE AMONGST THE TOP VALUE FOR MONEY PUBLIC SERVICES A national survey of public library users, lapsed users and non- people who have not used the library in recent years are not users reveals that over two-thirds of the adult population are, fully aware of the various services on offer. For example, only or have been, members of a public library – of these, 36% 50% knew that Internet access is provided; even fewer knew indicated that they had visited the library recently and 94% of that talking books could be borrowed, while only 15% knew them considered their last visit to have been ‘a success’. that they could get such things as motor tax and passport The results were published by An Chomhairle Leabharlanna application forms at the library. Reading groups and reading on 24th March and are based on TNS mrbi’s omnibus service, promotions are among the most popular activities organised PhoneBus. by public libraries and the 62% of non-users who didn’t know about them are certainly missing out. These findings suggest The report, A public space for all: use and non-use of public that more needs to be done to let the public know what kind of libraries, was launched in the newly refurbished Dublin City services the modern public library provides. Library and Archive in Pearse Street by the Minister for the Environment, Heritage and Local Government, Mr. Martin The main reason people gave for not visiting a library was “no Cullen T.D.
    [Show full text]
  • Summer 2019 Newsletter
    BLACKROCK COLLEGE NEWSLETTER Summer 2019 Dear Parents, Niki Lauda, the Formula One racing legend, three times world champion, passed away on 20th May last. He had an extraordinary career which almost ended tragically when his Ferrari ploughed into the side of the track and burst into flames at the German Grand Prix in August 1976. Guy Edwards, a competitor in the race witnessed the car in flames behind him, stopped, ran back and pulled Niki from the burning car with the assistance of two other drivers who had followed his example. His actions saved Niki’s life. Niki Lauda despite the severity of the burns on his head along with several fractures and serious internal injuries, severe damage to his lungs and mucous membrane from the fibreglass fumes, was back behind the wheel within eight weeks and World Champion the following year. That is a remarkable story, but who was Guy Edwards? Guy Edwards raced in 17 Formula One Grand Prix. He was never on the podium (top 3); he never scored a point (top 6). However,he certainly made a huge impact on the sport… by stopping his car for a fellow driver. I recount this story in the aftermath of our wonderful Prize Day, when we recognised those who have excelled in academia and the Arts, who have given great service, who have shown leadership. Over 130 boys received awards, but how many ‘Guy Edwards’ are there in Blackrock who never make the podium, shake the hand of the Union President or receive the acknowledgement they deserve? I acknowledge and commend the many who make an enormous contribution to Blackrock, who make things happen, who pause to help another, whose presence in our community confirms that Blackrock is about service and love, the sharing of self, the giving of self.
    [Show full text]
  • Definitive Guide to the Top 500 Schools in Ireland
    DEFINITIVE GUIDE TO THE TOP 500 SCHOOLS IN IRELAND These are the top 500 secondary schools ranked by the average proportion of pupils gaining places in autumn 2017, 2018 and 2019 at one of the 10 universities on the island of Ireland, main teacher training colleges, Royal College of Surgeons or National College of Art and Design. Where schools are tied, the proportion of students gaining places at all non-private, third-level colleges is taken into account. See how this % at university Boys Girls Student/ staff ratio Telephone % at third-level Area Type % at university Boys Girls Student/ staff ratio Telephone Rank Previous rank % at third-level Type % at university Boys Girls Student/ staff ratio Telephone Area Type Rank Previous rank Area % at third-level guide was compiled, back page. Schools offering only senior cycle, such as the Institute of Education, Dublin, and any new schools are Rank Previous rank excluded. Compiled by William Burton and Colm Murphy. Edited by Ian Coxon 129 112 Meanscoil Iognaid Ris, Naas, Co Kildare L B 59.9 88.2 1,019 - 14.1 045-866402 269 317 Rockbrook Park School, Rathfarnham, Dublin 16 SD B 47.3 73.5 169 - 13.4 01-4933204 409 475 Gairmscoil Mhuire, Athenry, Co Galway C M 37.1 54.4 266 229 10.0 091-844159 Fee-paying schools are in bold. Gaelcholaisti are in italics. (G)=Irish-medium Gaeltacht schools. *English-speaking schools with Gaelcholaisti 130 214 St Finian’s College, Mullingar, Co Westmeath L M 59.8 82.0 390 385 13.9 044-48672 270 359 St Joseph’s Secondary School, Rush, Co Dublin ND M 47.3 63.3 416 297 12.3 01-8437534 410 432 St Mogue’s College, Belturbet, Co Cavan U M 37.0 59.0 123 104 10.6 049-9523112 streams or units.
    [Show full text]
  • PDF of Workers Solidarity 108 Southern Web Edition 1.24 Mb
    A WorkersSolidarity108 March/April 2009 Twenty-Five Years of Irish Anarchist News They Didn’t Share the Wealth WHY SHOULD WE SHARE THE PAIN? There is no money left in Ireland. At least that’s what you might think after listening to Brian Cowan, Enda Kenny, IBEC and the parade of capitalist economists and pundits who parrot this nonsense. Yes, we are heading into a deep recession but guess who is expected to pay the cost? The Government has no problem finding money to bail out bankers and speculators, it’s only when cash is needed for spe- cial-needs teachers, the sick, or to improve run-down schools and hospitals that nothing can be found. The attack on pay & pensions is class struggle by employers and the government against working people. It may sound old-fashioned to talk of class struggle, but what else do you call it when one class wants to preserve its wealth at the expense of the other class? When private sector work- ers see 90% of pension funds they paid into for years going down the tube, Brian Goggin of Bank of Ireland thinks he is hard done by because he will “take home less than €2 million” this year. We had a financial regulator, Patrick Neary, who waltzed off with a golden handshake of €600,000 and a pension of €140,000 per year. That pension alone is the equivalent of what four workers and their families on the average industrial wage live on. And what did Neary do to deserve this, apart from turning a blind eye to massive financial ‘irregularities’ in Even children know who should pay for the recession the banking industry? Workers in the public service are told to suffer a €1.4 billion a right.
    [Show full text]
  • Colaiste Iosagain, Booterstown, Co Dublin
    II The Sunday Times September 23, 2018 The Sunday Times September 23, 2018 III PARENT POWER thesundaytimes.ie DEFINITIVE GUIDE TO THE TOP 400 SCHOOLS IN IRELAND These are the top 400 secondary schools ranked by the average proportion of pupils gaining places in autumn 2015, 2016 and 2017 at one of the nine universities on the island of Ireland, main teacher training colleges, Royal College of Surgeons or National College of Art and Design. % at university Boys Girls Student/ staff ratio Telephone % at third-level Area Type % at university Boys Girls Student/ staff ratio Telephone Rank Previous rank Type % at university Boys Girls Student/ staff ratio Telephone % at third-level Rank Previous rank Area % at third-level Area Type Where schools are tied, the proportion of students gaining places at all non-private, third-level colleges is taken into account. See how this Rank Previous rank guide was compiled, back page. Schools offering only senior cycle, such as the Institute of Education, Dublin, and any new schools are excluded. Compiled by William Burton and Colm Murphy. Edited by Ian Coxon 92 92 *Colaiste Choilm, Ballincollig, Co Cork CK M 60.0 95.2 673 679 9.7 021-4873308 195 119 *Ennis Community College, Ennis, Co Clare M M 48.1 81.3 212 182 — 065-6829432 298 277 Colaiste Sheosaimh, Ballinasloe, Co Galway C B 40.9 93.9 530 — 11.8 0909-642504 93 96 Wesley College, Ballinteer, Dublin 16 (B) SD M 60.0 93.7 476 431 17.9 01-2987066 196 264 Our Lady’s Grove, Goatstown Rd, Dublin 14 SD G 48.0 91.4 — 327 14.6 01-2951913 299 296 Colaiste Bhreanainn, Killarney, Co Kerry M B 40.9 84.8 748 — 15.4 068-27216 Fee-paying schools are in bold.
    [Show full text]
  • Special Education Allocations to Post Primary Schools 21/22
    Special Education Allocations to Post Primary Schools 21/22 County Roll School Type School Special Special Class Mainstream Special Class Total SNAs Number Education Teaching SNA SNA 21/22 Teaching Posts Allocation Allocation Hours 21/22 21/22 21/22 Carlow 61120E Post Primary St. Mary's Academy C.B.S. 135.00 3.00 1.00 5.00 6.00 Carlow 61130H Post Primary St. Mary's Knockbeg College 115.50 3.00 1.00 4.00 5.00 Carlow 61140K Post Primary St. Leo's College 131.50 0.00 1.00 0.00 1.00 Carlow 61141M Post Primary Presentation College 158.00 0.00 1.00 0.00 1.00 Carlow 61150N Post Primary Presentation/De La Salle College 141.00 3.00 3.00 4.00 7.00 Carlow 70400L Post Primary Borris Vocational School 97.50 1.50 1.00 2.00 3.00 Carlow 70410O Post Primary Coláiste Eóin 55.40 0.00 0.50 0.00 0.50 Carlow 70420R Post Primary Tyndall College 203.60 6.00 3.00 6.50 9.50 Carlow 70430U Post Primary Coláiste Aindriú 46.50 1.50 1.00 2.00 3.00 Carlow 70440A Post Primary Gaelcholaiste Cheatharlach 32.50 0.00 1.00 0.00 1.00 Carlow 91356F Post Primary Tullow Community School 154.50 3.00 1.00 4.00 5.00 Cavan 61051L Post Primary St. Clare's College 129.50 1.50 2.50 1.00 3.50 Cavan 61060M Post Primary St Patricks College 143.51 0.00 1.00 0.00 1.00 Cavan 61070P Post Primary Loreto College 61.00 0.00 0.00 0.00 0.00 Cavan 61080S Post Primary Royal School Cavan 69.65 0.00 3.00 0.00 3.00 Cavan 70350W Post Primary St.
    [Show full text]
  • Schools Within160kmtravel Distance
    Roll Number Official School Name Address 1 Address 2 Address 3 Address 4 County Eircode Local Authority Phone Gaeltacht Area Location DEIS (Y/N) School Gender - Post Primary Pupil Attendance Type Fee Paying School Irish Classification - Post Primary Ethos/Religion GIRLS BOYS (Y/N) (Y/N) 76082H Abbey Community College Abbey Rd Ferrybank Waterford Kilkenny X91PC91 Kilkenny County Council 051832930 N N Mixed Day N No subjects taught through Irish INTER DENOMINATIONAL 382 470 76072E Abbey Community College Boyle Co Roscommon Roscommon F52HK46 Roscommon County Council 0719664646 N N Mixed Day N No subjects taught through Irish INTER DENOMINATIONAL 169 168 76097U ADAMSTOWN COMMUNITY COLLEGE Station Rd Adamstown Co Dublin Dublin K78WP89 South Dublin County Council 016540348 N N Mixed Day N No subjects taught through Irish MULTI DENOMINATIONAL 440 512 60910F Alexandra College Milltown Dublin 6 Dublin D06KX50 Dublin City Council 014977571 N N Girls Mixed Y No subjects taught through Irish CHURCH OF IRELAND 565 72530L Ard Scoil Chiaráin Naofa Frederick St. Clara Co. Offaly Offaly R35H974 Offaly County Council 0579331231 N Y Mixed Day N Some pupils taught some subjects through Irish INTER DENOMINATIONAL 133 161 91441T Ardee Community School Ardee Co Louth Louth A92F838 Louth County Council 0416853557 N Y Mixed Day N No subjects taught through Irish INTER DENOMINATIONAL 367 439 76129H Ardgillan Community College Castlelands Balbriggan Co Dublin Dublin K32KK33 Fingal County Council 019680734 N N Mixed Day N No subjects taught through Irish MULTI DENOMINATIONAL
    [Show full text]
  • Philosophy and the Catholic Tradition (HE Diploma in Philosophy and the Catholic Tradition HE Certificate in Philosophy and the Catholic Tradition) Student Handbook
    Maryvale Institute BA (Hons) Philosophy and the Catholic Tradition (HE Diploma in Philosophy and the Catholic Tradition HE Certificate in Philosophy and the Catholic Tradition) Student Handbook 2016 Published by: Maryvale Institute Maryvale House Old Oscott Hill Kingstanding Birmingham B44 9AG England Copyright: Maryvale Institute January 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, otherwise, without prior permission of Maryvale Institute © Maryvale Institute: Charity No. 1068634. All rights reserved. Do not copy without permission from the Institute. www.maryvale.ac.uk CONTENTS INTRODUCTION BY THE DIRECTOR OF THE MARYVALE INSTITUTE ............................................................................................ 6 PART I: GENERAL INFORMATION ..................................................... 8 Mission statement .......................................................................................................................... 8 The Vision ......................................................................................................................................... 8 Spiritual Centre ................................................................................................................................. 8 Management of Programmes of Higher Education .......................................................................... 9 Student welfare and support services .............................................................................................
    [Show full text]