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Hallak, Jacques; McCabe, JamesPlanning the Location of Schools; County Sligo,Ireland. Case Studies -- I.United Nations Educational, Scientific, and CulturalOrganization, Paris (France). International Inst. forEducational Planning.ISBN-92-803-1056-973114p.; A related document is ED 088 190UNIPUB, 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 POSTAGEDESCRIPTORS 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

ABSTRACTThis case study highlights a typical example of the

kind of gap that exists between centralized planning andimplementation. Despite the existence of fairly sophisticated centralplanning machinery in Ireland and an active desire for reform on thepart of the government (with an explicit policy on school location,buildings, curriculum, etc.), the school networks in the County stillremain largely outdated and ill-adapted to modern circumstances. Thissituation results in costly under utilization of resources, a lack ofequality of educational opportunity and supply, and inadequatepedagogical provision. The County is highlighted geographically andplaced comparatively in the Irish context under the headings ofdemography, economic and social background, and educational system.Profiles of the school networks are given, and an analysis and adiagnosis are made of the first and second levels respectively.Internal comparative analysis by catchment area is made separatelyfor the two levels under enrollment, transport, teaching staff,curriculum, physical facilities, costs, and financing. Prognoses andproposals for future school networks are made, and an enrollmentforecast to 1976 is made against a background of the economic andsocial development perspective and the demographic trends for theCounty. The methodology, parameters, and principles of school mappingare presented. (Ph,tographs may reproduce poorly.) (Author/MLF),

3

1ra

:11V

Included in the series PlaaniNg the loCalerot ul cchooi: *

I. County Sligo, Ireland2. Aurich, Busse -Sage, Republique f:kkral d'Alleinagne3. 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 1973Unesco: International Institute for Educational Planning

The designation.) emploised And the presentationof the material it' this publication do not implythe ekpreNsion of an) opinion \hatcooer on Citepart of the 114 P for of the Lneso Secret:mittof is it part) eoneerning the legal statusof :in) k.i)nttitri) Or territor), or of IN ;itithonties,or concerning the delimitations of the frontiersof to countr) or territor).

PithliNhe:' in li173 h) the Cnited NationsScientific and Cultural ()rgaiiiration.

Place de Fonteiiiiin.i. 75'700 ParisPhil )set and printed h) St Paul's Press Limited, Nialta

ISIVN 92iit,40-1056-9(No 73-78S56

14'1t' tci In Malta

Aims and methodology of the IIEP researchproject on planning the location of schools

As part of the Second United Nations DevelopmentDecade, many" countries have set themselves the target ofproviding complete first -level school cove ra go. or at leastof substantially extending their tirst-level school networks,together with a major development of the network ofsecond-level schools. Achieving these targets in practicewill involve them in finding solutions to the many awkwardproblems which arise in setting up the network of first- andsecondlevel schools: in other words, they w ill need todevelop the most appropriate methods for planning thelocation of schools.

The International Institute for Educational Planning hadthese problems in view when, towards the end of 1970, itbegan a series of investigations into the planning of first-and second-level school location: this was research of acle;irly practical kind, meeting a concrete need of mostMember States: a typical example of the kind of appliedresearch which the Institute can undertake to assist UnesciMember Sta: es in implementing their educational plans andmaking optimum use of the resources available. Its objec-tive is threefold:I. To analyse and identify all the factorspedagogical.

economic. geographical. social, administrative. poli-tical, etc, which must he taken into account in design.ing a methodology for planning the location of schools:

2. to formulate such a methodology in sufficient detail tohe used as rt guide to school location activities inMember States, while beim- sullici:mtly flexible anduniversal to he adaptable to ;he particui,:. conditions of

comitry:1. to apply the methodology to concrete problems facing

education planners, such as universal first-level educa-tion. implementation of educational reforms. etc.

The IIEP began with a number of case studies in a sample,as varied as possible. of countries in Asia, Africa. LatinAmerica and Europe. T tese studies were carried out m the

field w ith the close collaboration of the national authoritiesand corn pri ;ed the following specific stages:I. A critical analysis of the features of the existing network

of first- and!or second-level schools, according to thepurpose of the study, in one or more educational areas of50,000 to 200,000 inhabitants, selected for the variety ofproblems Cicy exhibited:

2 A study of the medium-term evolution of the potentialschool population, taking account of demographicfactors, the educational objectives and certain socio-economic variables:

3. Proposals for rationalising the location of schools, basedon the initial findings and the educational developmentprospects, and on all the pedagogical, economic, geo-graphical and other factors of general application orpeculiar to the region concerned, in each case showingthe relative importance of the possible decisions.

I hese case studies will he completed towards the end of1973 and will be published as and when they becomeavailable.' .A report on the project as a w hole will summar-i/e the conclusions emerging from tile case studies andendeavour to identify the methodological principles of['tinning the location of schools: this report is expected tobe completed and published ;n 1974.

he entire pr)ject has been financed With voluntarycontributions from various countries: the Ministry of Over-seas Development (United Kingdom). SIDA {Sweden).CIDA (Canada'), NORAD (Norway). etc., to which the

is extremely grateful.The Institute also thanks all the Member States of

Unesco and the national specialists for co-operating in theimplementation of this project.

Puhl...(1(on ha (he III I of oudlci ,nd, led t.1 outside ,onsulkirts must not he raftero irrpla that the Ira(mute ne,..casarihy liS0,141C5 itself vIth ana conductors or

or(roons carrcaacd therein

Preface

This study deals with a mainly rural area in the north-westof Ireland with a population, today. of 50,2(X). Its popula-tion has been in continual decline over the last hundredyears with the result that a pattern of school lo:iation datingback to the middle of the nineteenth century. the ruralareas had high population densities, has become outmodedand unsuitable. The demographic decline has been accom-panied by a particularly unfavourable economic and socialtrend which has not made it easier to modernize the net-work of schools. while reforms to the educational system,which were decided in 1965, call for substantial changes inthe pattern of school location.

It was this special situation which guided the IRT.P inselecting the Sligo area for its first case study on schoollocation. In this study, which is in some respects a proto-type, the authors have endeavoured:1. To analyse the characteristics of the existing network of

schools: this involved examining the effects of the geo-graphical distribution of schools on attendance rates inthe various districts of the county: the school transportnetwork, movement of pupils between their homes andthe schools they attend. staffing conditions. educationaloutput. costs and various 'quail' y' indicators have beer,analysed and discussed:

2. To study the operational efficiency of the system,through an analysis of the data by size of school:

3. To test various hypotheses about the relationships be-tween educational 'supply' and 'demand'. particularlyby comparing the effects of geographical location ofschools on attendance rates in the areas they cover:

4. To devise a methodology %kith which to rationalize theexisting pattern of school location with a medium- andlong-term horizon. Proposals for inodif:,ing the schoolnetwork have been devised, with the yein 1976 in mind.in the light of the school-age population trend andits implications for casts and staff pupil coi:ditions.

Their analysis of the present situation highlights the in-equalities between one district and another showing, inparticular. (a) that participation rates tat?, from 27,3 percent to 83.7 per cent for the 4 to 5 age-group and front 46per cent to 99 per cent for the 16 to 17 age- group: lb)apparent acmission rates fo: second-level education varyfrom 56 per cent to over KO per cent: tc) the percentage of

pupils residing more than too miles away from theirlevel schools varies from 13 to 47 . bile those residing morethan three miles away represent between 29 and 96 percentaccording to the catchment area. There are also consider-able differences in staffing conditions (pupiliteachcr ratiosvarying from 22,5 to 35:1 in first -level education and from11.8 to 26.6:1 for the second level), and in the condition ofequipment and premises. The authors comment that:

'... inequality of educational supply generally' leads toinequality of admission to the higher-stage "science"and "teci,nical" groups and, similarly. causes inequalitybetween male and female pupils, Since all school networkrationalizadon policies must attempt to equalize supplyconditions, account must be taken of these factors.'

In the proposals which they have devised for rationalizingthe pattern of first- and second-level school location, J.liallak and J. McCabe have sought to 'equalize', quantita-tively and qualitatively, the supply conditions by:1. Adopting Ireland's national construction and equip-

nem standards:2. Suggesting that the oldest and most under-populated

schools be closed down,3. 1,ocao iig schools at the 'development poles of the area:4. Dividing the county into saw, more homogenous catch-

ment areas.The authors themselv es suggest that their conclusionsshould be regarded as a basis fax negotiation among theparties concerned rather than as a basis for action. Theirproposals are particularly striking:

In ter st-leva ettliCatOf the 107 first-level schools in 1971, fifty -four wouldhave to be closed down by 1976 if the national stun tart ofa Mini MUM of Sn:CO Y-tiVe pupils per school were to headopted. The authors have however considered a varia-tion in vs bids certain single-teacher schools would heretained.

Considera Ilk savings would In obtained in most cases:alteratn,iis to the pupil eacher ratio would l.trgeiyoffsettransport costs. Similarly, retching conditions wouldimproved by a reduction in the number of unqualifiedstaff which would he brought about by rationalization.

Some of their proposals would still rniolve increases inunit costs, but it has been impossible to show in thisstudy whether such cost increases would he justified by inimprovement in the quality Of the educational sect

in qiconi/-/eve/ cdricurronSix establishments would 'lav: to close, or IllerVle: thenew network would offer .1 slider set or ;i1ternAtiwould facilitate improved distrihntlon Of pupils amongthe various alternatives. particularly for technical andscientific training t2t; per cent in scientitic and technicalstudies, compared with less than ill per cent at present}.

Restructuring the network of second-level schools wouldhave a negligible effect upon transport costs, but wouldoffer substantial savings on salaries, thus facilitating theinvestment effort which their proposals would imply.

In their conclusion the authors have emphasited certaingeneral methodological considerations .insing out or thispreliminary studs: they show, in particular. that rational-itation" of the pattern of school location is only possiblein relation no various criteria I pedagogical. ecinsocial, etc \\ hose application does not necessarily lead toconverging ek)I1L'h.H1011C :trid that, a. result. the choice ofone or other solutions ultimately depend; on the impor-tance attached to each of the various criteria.

It would hardly have been possible to go further in thisfirst experimental study, It is certain. neverthele.o, ihatformulation of a more scientific methodology for the plan-ning Of school locailons does presuppose that the variousfactors can he weighted. so that genuinely rational choicesbecome possible, unfortunately, tf.ough. while the eco-nomic and even the social criteria can he evaluated with afair degree of tc,:iirac), the pedagogical criteria remainharder to pin down Iii this connexion. research into theplanning of school location; would have much to gain by

ever more heavily on the findings of encifiries to'dent' fy, in particular. the specific effects of schoo, site onteacfing efficiency,

1 h.: authors hale also put forward the view that allrationalitation proposals must ;Um to improve (hi:supply inthe less-favoured catchment areas'. The planning of school

location is doubtless a prime tool in equaliting educationalopportunities among the various areas and social cate-gories. and the point is worth making. but this is not its onlypurpose.

Because of the determining innuence of 'supply' upon'demand' for education at most levels of society, distribu-tion of the various types of second-level educational es-tablishment is also a particularly effective instrument inorienting education to meet both the tastes and aptitudes ofint-fix iduals, and the objectives which society sets for theschool system. The authors have therefore laid stress intheir proposals upon the importance of the geographicaldistribution of supply for the choices really offered to (hepupils in County Sligo and for their orientation among thevarious sections of the second-level school. Here, however,the study by J. Ilallak and J, McCabe has it somewhatspecial context.

In a country hose school plan lays down nationaltargets for the development of the educational system, theplanning of school locations is the methyd for giving eon-crete effect, on the ground, to all these objectives and forhelping, is mentioned above, to guide the low of pupils inthe desired direction at the level of education at whichspechilitation begins.

here 117: no explicif. official plan in CoLnty Sligo. Theauthors have therefore had to conline themselves whendealing with the objectives of second-level schooling, toanticipating a development in the demand for educationv,ithout reference to arty objeetives embodied in a plan. Sothis study cannot provide an example of a locution policy,designed to achieve the objectives, often somewhat dis-eretlonary, laid down in an education plan. Problems of thiskind will recur in future projects.

What this study by J. liallak and J. McCabe certainlyshies bring out. with supporting evidence, is the value ofsubjecting the existing structure of school networks to acritical reappraisal. and of being prepared to consider whattheir future should he: the study itself represents an im-port.1.11i contribution to the methodology of school locationplanning and the will endeavour to build on this withthe further projects it is currently pursuing.

RAN MOND POI rrN NrDirector. IIEP

Contents

Introduction 111. General 11

2. The scope of the case study 113. The approach and structure 12

I. Background data on County Sligo 13I. Economic and social data 132. Infrastructure 133. The educational system and use of school 'napping 144. Other educational agents 17

PART ONEII. Analysis of the tirst-level school network 19

1. Introduction: school network policy2. A general outline of the first-level chool nets.ork3. Analysis of enrolment4. School transport facilities 235. Curriculum and teaching staff 236. Sonic data on costs and financing 25

III. Analysis of the second-level school network 261. Introduction: school network policy. 262. A general outline of the second-level school network 263. Second-level enrolments 274, Enrolments by ,atchment a area 275. Apparent participation rates 306. Admission and retention rates 307. School transport 31K. Curriculum 349. Teaching staff 35

10. Buildings and equipment 3611. Costs and financing 37

PART 4 WO1V. The projection of enrolments for tirst- and secondIevel

education, 1975i 76 41I. Economic and social developrIent 412. Demographic trends 463. Enrolment projections 49

V. Proposals for the rationali/ation of the tirst-1v'] school network1. First scheme: rationaliiation excluding the one-teacher school2. Second scheme: rationalization with acceptance of

the one-teacher sx:hool

52

52

62

VI, Proposals for the rationalization of the second-levelschool network 681. An ideal supply to meet potential demand in 1976 682. A proposed supply system taking account of the existing

network 723. The effects of the proposals 75

VII. General conclusions 79

PART TIIRFIEVIII. 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 865. Proposals for first-level rationalization 876, Proposals for second-level rationalization 88

IX. Parameters in school mapping 89I 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 944. Specialist classroom utilization ..... . 945. Comment 97

Appendixes 99

Bibliography 109

10

Introduction

I. GeneralA very high degree of sophistication has been achievedin the preparation of educational plans at the central levelin most countries. The implementation of these plans atthe regional and local levels now poses a major problemfor solution,

There are numerous and complex obstacles hindering theprofessionally prepared central plan from successful im-plementation. Amongst such obstacles are the difficultyof a comprehensible and convincing communication of theplan, both to those who are charged with its implementa-tion and to the community at large, the time-lag requiredto modernize obsolescent school networks and, not least,the level of administrative skill available for efficient im-plementation.

This case study on the county of Sligo in Ireland high-lights a typical example of the kind of gap which existsbetween centralized planning and implementation. Despitethe existence of fairly sophisticated central planningmachinery in Ireland (which has the highest enrolmentratio for first- and second-level education in WesternEurope) and an active desire for reform on the part of thegovernment (with an explicit policy on school location,buildings. curriculum, etc.). the school networks in thecounty still remain largely outdated and ill-adapted tomodern circumstances. They are aligned to demographic,economic and social patterns of the past rather than tothose of the present.

Lack of effective implementation is wasteful from theeconomic, social and pedagogical viewpoints. There is acostly underutilization of resources, a lack of equality ofeducational opportunity and of educational supply, andan inadequate pedagogical provision, especially in thesmaller rural schools.

Because this situation is not unique, but common tomany countries. it is all the more urgent to study techniquesand strategies for bridging the gap between planning andimplementation. In this respect, the development of de-cision-making techniques on rational school location isof priority importance. This pilot study on the county ofSligo in Ireland is accordingly meant to develop a method-ology of school mapping. to test its usefulness as a tech-

nique for the general rationalization of school systems andto answer such questions for a network of schools as: howmany; where; chat kind; and 1%, hat cost'?

2. The scope of the case studyThe salient feature of the network of first- and second-level schools in County Sligo, for which the foundationwas laid in the mid-nineteenth century when the density ofthe rural population was high, is its outdatedncss. It hasbeen left behind by the demographic, economic and socialdevelopment of the region, thus encouraging a lack of equalopportunity. Accordingly, the main aims of the presentstudy are as follows:I. To analyse the existing network of first- and second-

level schools comparatively and, in particular, toexamine the effects of the geographical distribution ofschools on participation, transport service, staffingconditions and costs;

2. To make an enrolment forecast for 1976, and to quantifyand cost the requirements in the recurrent and capitalcost categories in order to develop the network and tocater for these pupils;

3. To prepare a school map for County Sligo indicating thegeographic location of the modified network in the lightof both long- and medium-term perspectives for theregion:

4. And (on quite another plane) to act as a simulationexercise for other case studies to he made in the over-all I [EP research project.

The study is confined to full-time first- and second-leveleducation. historical, comparative and typological analy-sis is retrospective to 1966 and is mainly quantitative innature, though pedagogical and ottinr non-quantitativeaspects are considered throughout. For lack of data, costand financing analysis is not is detailed as desired. Themain focus is on the location characteristics of the schoolnetwork. Neither the 'output' of the system nor its destina-tion is examined very closely, The administrative struc-ture and control of the system arc excluded fromanalysis and. at this stage, no ;issessment of the obstaclesto implementation is undertaken.

Introduction

3. The approach and structureIn Chapter 1 County Sligo is highlighted geographicallyand placed comparatively in the Irish context throughcollated data under the headings of dernography, economicand social background and educational system.

Then in Chapters II and III profiles of the school net-works are given and analysis and diagnosis are made of thefirst and second levels respectively. Internal eompitrativeanalysis by catchment area is made separately for the twolevels under the main headings: enrolment: transport:teaching staff: curriculum; physical facilities; costs and1 in anci ng.

In Chapters IV, V, VI and VII prognoses and proposalsfor future school networks are made, In Chapter IV anenrolment forecast to 1976 is made against a backgroundof the economic and social development perspective andthe demographic trends for the county. Proposals for thedevelopment of the first- and second-Iced school networksare given in Chapters V and VI, In addition to maps givingthe geographical location of the modified networks, thesechapters include quantification and costing of the im-plementation of the proposals. Although these proposalsare detailed and made with reference to several factor.geographic. pedagogical, social and regional development

12

they are meant not as a programme for implementationbut rather as a basis for discussion and negotiation betweenthe interested parties, so that decisions may he reachedand priorities ordered. In Chapter VII the main conclusionsof the study arc summarized.

Chapters VIII, 1X and X contain the methodology,parameters and principles involved in school mapping andshould he read by all those interested in the practicalproblems of map preparation and in the scope and limita-tions of this technique. Chapter VIII gives a detailed step-by-step description of the methodology used in the casestudy, including details on the questionnaire used, organ-ization of the field -work, analysis of the existing schoolnetworks and the formulation of proposals for rational-ization. 1 he parameters involved in the preparation of theschool map are collated on the basis of their functionalrelationships in Chapter IX. This chapter also includes areference table on the pupil population densities for variouscatchment areas warranting the provision of schools of acertain minimum enrolment size, Then, in Chapter X,there is a discussion on the relationship between second-level school size, the provision of higher-stage subjectalternatives and space utilization rates.

Complementary statistical data and bibliographic refer-ences are given in the Appendixes,

I. Background data on County Sligo

EConomic and social datahe purpose of this introductory. chapter is to highlight

County Sligo and place it comparatively in the Irish nation-al picture ccith regard to location, economic and socialdevelopment and educational system,

It is appropriate first to place Ireland in the Europeansetting since this country is joining the enlarged ETC(Europe of the Nine). Some comparative data are given inTable 1 (overleaf).

A gross national product (GNPf growth rate of some4.1 per cent per year' was achieved during the 1958-69period.

County Sligo covers the very scenic area known as theYeats' Country, made world- famous by the national NobelPrise-winninst poet W. B. Yeats. The county (see Map 1)lies to the north -crest of the island and has im Area of 694square miles (1,797 square kilometres), as against 26,600(68,8901 for Ireland! Demographic data in Table 2 com-pare county ansi national figures, and comparative data onemployment are given in Table 3.

Lacking mineral resources and located in a mountainousarea on the Atlantic seaboard far from raw materials andmarkets. County Sligo has many economic and socialproblems. Land is of mixed quality and the average site offarms is too small to give a return sufficiently attractiveto maintain the high percentage of population (almost 50per cent) still engaged in agriculture. The rate of increasein employment in industry and services is not rapid enoughto absorb the numbers leaving the farms and the resultsare rural depopulation. net migration (much of which isemigration) and a declining county. population.

An over-all population decrease and rural depopula-tion have been continuous throughout the last hundredyears. However, the rate of urbaniration has increasedlatterly alon,tside the increased rate of industrialiration,while the rides of population decrease and of migrationfrom the county have slowed doss n correspondingly. Asmay he seen from Fable 3. there is a gradual decrease in therate of employ ment in agriculture, a sharp rise for that inindustry and a levelling-out of employ went in sere ices,

(

qthern

2. Infrastructure) C't)/11Intillit'(1te)),11

Road: 220 miles (350 kilometres) of tarmac main road and1,400 miles (2,250 k.) of tarmac secondary road; busservices to Dublin (135 wiles), Belfast (129 miles),Londonderry (85 miles) and Gahvay (86 miles), with(linty services to all major tow ns.

Radivays: Regular services to Dublin and Limerick.Harbour: Berths for five vessels up to 1,500 tons each and

a 15-ton crane..vrport.: Proposals with planning authorities \sell advanced.Post and telephone: Facilities a le expanding fast: in the near

future, automatic dialling will be possible to GreatBritain and Europe.

0)) ,Social and industrial conditions

Musing: Obsolete houses are being replaced at the rate ofeighty per year. (forty by the local authorities and fortyby private enterprise).

Water stir/di': All villages will shortly have water suppliesand sewerage systems.

Electric power: Fully electrified: Sligo at 148 kV. Tubber-curry at 48, Collooney at 48, Ballymote at 10 and En-niscrone at 10.

Industrial estates: Sligo '1 own has seventy-live acres. withother sites Tuned at Ballymote and Tubbercurry.

(lot/mere/a/ and technical services; All main toss ns havecommercial banking. insurance and legal services. Sligo'fossil has engineers, architects and accountants.

no.cpituls: Sligo Town has general (230 beds), geriatric(308 beds) and psychiatric (700 beds) hospitals. Thereare additional private nursing homes in Sligo Toss n andBally mote: there is one family doctor per 2,500 and onepublic health nurse per 4,000 inhabitants.

Lihrari A county library with 97,787 volumes (70,950 foradult and 26.837 for juvenile reading). -There are about6.130 adult and 2,815 juvenile borrowers.

Social amenities.: Two golf courses at Sligo a use n: one eachat Ballymote and Enniscrone. There tire a variety ofpossibilities for river, lake. sea and mountain sports andrecreations.

13

Bat-Aground data on County Sligo

TAktt.t. 1. Comparalise data on countries t IhC enl.kri.cd

Pop 1011 Pop gross ih not \ rxrrote p 4,Pno iSACdt:11 COn de, et

Order of eco.. (1111 004 s0031 dect.poltcn:

netio ransp ,t.onsunst, sulturerer heofth I dud effort

Belgiwo 9.7 0.4 63.5 1 6 4Denmir), 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 6Ire/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'orulatittn I N Pormtlit,on Reference Si<AP Insict (lUllRink 1 Ii Harytson, intket (or met/turtle fortopotent. Princetc,n lintsersity. t959.trnImeographedi

TABLE 2 Demographic comparison of Ireland and Coolly Sligo, 1966-71

Ireland County Skis) Ireland County Shp,'

P1pulatIon 4.'erage per annum rates per 1.006t 966 2 884 002 51 263 olaterage population r 1966- 711971 2 971 230 Si) 236 Births 21.4 17.1Percentage change -43.0 2.0 Deaths 1.2 14.1

Natural increase 10.1 9rirani:ution rperountage Net emigration 4.2 7.0

1966 48 371971 52 39

SOL R(F 01 )91' r,p,l2r,0 1 t Irel,),1 )9'1 Prehm,n,v1 PC,t, Stationery Of it. 19, I

B1T- 3. Employment structure in Ireland and County Sligo, 1966-71

1966

gro..ulture

Number Percentage

I Industry

Number Pere tage

Scoiccs

Number Percentage Total

Ireland 333 527 31.8 293 733 27.9 438 727 41.1 I 065 187County 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 000County 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 systemand use of school mapping

Figure I describes the reformed structure of the Irisheducational system, and gives an organisational chart forCounty Sligo first- and second-level schools in 1971.

first-level schools (almost exclusively public). are run bylocal managers I usualk clergy), under the direct authorityof the Department of Education its Dublin.

The majority of second-level schools are private (mainlyreligious) and arc run by their managers (principals) indirect contact with the Department of 1:ducation. Theremaining second-level schools are run by County or UrbanEducation Committees, consisting mainly of elected dele-

14

gates; close administrative liaison is maintained yi.ith theDepartment of Education.

Teacher-training colleges and universities are auton-omous although largely financed by the state.

Recurrent educational expenditures for the first andsecond levels are almost fully state-fi nanced and the statealso finances sonic 70 per cent of sanctioned capitalexpenditures. Education at both levels is available free toall without distinction. University scholarships are avail-able. on a sliding scale based on means. for those pupilsti,ho reach a standard of four honours in the second-levelleaving certificate.

Table 4 gives enrolment and public expenditure liri)uresfor Ireland and County Sligo for 1969/70 and 1970/71.

I I nsh currency o ial to I S rling f tt,bangt rate, July fv-2, if 52 43

ffickground data 0 rl C'ounts Sligo

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Ilockgrotokilfatil 011 Corm Slit:a

\Bit 4 1 nrolments uI 1o:1,01,1.1,11( own\ 1 publie eTenduiires 191'o 't

I Ir., leyelSecond ley el

ProrateState co iii

tleatiaradtechnicalMother a! college,leachertrainingflies, loch

eaaer trauting lsocaiitrnel,lI nioersils collegesOtherOffice 01 the islintster

n :i'f,:tif.:nfag,: of (

I I u[l here curd.Sol RI I Departr.,,t 14'1

f .11,1101,,,

1 141

6111)

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1 35444 155'

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4 662 5 S'ffC-1 260 10. 100i.9 4 1

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3 320 q10

2 512 2 000

lso 147

12 '53 II 957

1 he administrative structure of the Department ofEducation is shown in I noire 2. Specific responsibilityfor school napping is not indiemed. Howcyer this technique is being used increasingly in central educationalplanning. The school map ysiis the haste instrument em-ployed for the i.idministratke organiiation of the 'freetransport scheme' introduced universally for second-leY eleducation in 1965. It was used for the precise geographicaldefinition of second-level catchment area boundaries anddecisions of eligibility on the one hand, and for the actualorgani/ation of transport routes and ser ices on the other.Sinice then the heen used moss: and muse Fussplanning the introduction of reforms, rationali/ation andthe location of Schools in a co-ordinated way. It is not asyet. however. an Ofri:i.11 mandatory instrument or imple-mentinion

4. Other educational agentsIn addtlton to the first- and second -leY el school netyyorks,proyiding formal education, dealt ty ith in this

case studs, there ,ire also the following establishmentswhich are Incited in Sligo Totsw School for MentallyHandicapped Children (day/ boarding, enrolment 105,mainly female), Home fil.conoinics Teacher-training Col-lege (boarding. third level, enrolment OW Regional Tech-nical College (day, second/third levels, opened 1970/71,target enrolment 500-700).

With increased industrialisation, day :Ind block releaseof apprentices for training is of growing importance inthe county. The N,itional Apprenticeship Board (ANC())co-operates closely with the Fducation Committees Forthe organiiation of training in miime of the nimUce,school-, ,ind at \pprentieeship Training Centres elseYY here.

Responsihilit2 for conducting day and evening voca-tional courses for agriculture and home management restsmainly yy ith the County Committee of Agriculture, al-though the Education Committees also participate in adulteducation in this area.

Other educational and recreational courses are conduc-ted by the 1,ducatimt Committees, University College. Gal -way (University of the West), and numerous voluntaryoreani/ations.

I7

18

MINISTER

PARLIAMENTARY

SECTLET AR Y

SECRETARY

OF EDUCATION

HASSISTANT I

SECRETARY

ASSISTANTnSECRETARY

I PRINCIPAL

PRINCIPALOFFICER

HEADQUARTERS, UNESCO, NAT. LIBRARY,NAT. GALLERY, MUSEUM

HIGHER EDI?: 4,10. N, CONCILIATION,ARBITRATTr FILMS

HRESEARCH

HPLANNING

PRINCIPALOFFICER

PHYSICAL EDUCATION

PSYCHOLOGY, INSPECTION

PRINCIPALOFFICER

PRINCIPALOFFICER

PLANNING,PROGRAMMING,BUDGETING

,....A STATISTICS

HPOST-PRIMARY BUILDING

PRINCIPALOFFICER

HPRINCIPALOFFICER

ASSISTANT'"..7 SECRETARY

I CHIEFINSPECTOR

PRINCIPALOFFICER

I PRINCIPALFFICER

IPOST PRIMARY BUILDING

ARCHITECTUR

ACCOUNTING

PUBLICATIONS (EDITOR)

POST-PRIMARY SALARIES

POST-PRIMARY SALARIES

POST-PRIMARY EXAMINATIONS

POST-PRIMARY RANSPO T

PRINCIPALOFFICER

PRINCIPALOFFICER

PRINCIPALOFFICER

POST-PRIMARY GRANTS

IN-SERVICE TRAINING

PRINCIPALOFFICER

PRINCIPALOFFICER

PRINCIPAL

OFFiCER F

FIGURE 2. Organization of the Department of !Education

PRIMARY BUILDING

IPR) IMARY TRANSPORT

PRIMARY SCHOOLS ADMINISTRATION

CURRICULUM, TEACHER TRAINING

INDUS TRIAL SCHOOLS

SCIENCE CURRICULUM, EXAMINATIONS

CURRJCULLM, EXAMINATIONS

CURRICULUM, EXAMINATIONS

SCIENCE, EXATAINATIONS

.0400t. LIBRARIES, RECORD CARD',

, SPECIAL SCHOOLS, RE 'A...RC II

ammoIJ E XAM VIA I lOrIS, IMP+ ER COURSES I

PART ONE

II. Analysis of the first-level school network

1. Introduction:school network policy

lierOfe describing the existing net \I. ark of tirNt-lo, el schoca,in County Sligo. current Irish 1/0110 on school location canhe outlined as follms;1. 1 he location of sehook is subiect to planning perm sion

front the local authority2. The norm for the minimum enrolment site is sr veiny -

five: smaller schools are to be phased cat. tunalgainatedwith other schools or enlarged to reach this number.\ school ssith an enrolment of 300 -.400 is preferred,yxith one teacher per grade and a non-teaching princi-pal. In urban areas no maximum sire is s:t. sire andloeatioa are decided by the density of pupil populationand the availability of sites.

3. 'FO centralise consolidated rural schools in a village iithgroyyth potential, and hay ing the required infrastructure(e.g. cater, seyerage, accessibility ) and situated as nearas possible to the 'centre of gran its in enrolment termsof the combined school areas.

4. When phasing consolidation. to talc existing accom-modation and facilities, and social, cultural and religion,traditions. etc., into account.fo increase for reduce) the pupil te teller ratio towardsthe national Nam of 35.1.

6. Detailed area and cost standards are at present beingdefined; it is recommended to pros ide a minimum of

acre for a txo-te,tcher school. ss ith greater areas forlarger schools Ih : norm per pupil-place is 15 sq. It14.40 sq. ni.) of teaching area and It. 13 sq. m

er-all; minimum maymium 600 to 725 sq. ft. perclassroom )15.67 sq. nl i A standard classroom ,tio. Idbane forty pupil- places tsith one teacher per class--1'00M,

Il 1111/ he of interest to examine the tittle divergence nlexisting school, from these criteria laid ditnAn lis nationalpolicy

2. A general outline ofthe first-level school network

Map 2 shoyYs the network of first-level schools in 1970.'71.:The pattern is that of many small scattered rural schoolsdeclining in enrolments. and a small number of large turbanschools 1\ ith increasing enrolments. mainly in Sligo TovYn.

1 he characteristic of this distribution is explained bydemographic trends since the netY ark tams first establishedin the middle of the nineteenth century. At that time thepopulation oats three times its present site and wars overSt) per cent rural. Since then, hoxever, the population hasfallen steadily yyith continuous rural depopulation, migra-tion and emigration. The population decreased from71,3Sltl in 1926 (w, nit' 21.5 per cent urbanisation), to51,263 in 1966 (yith 37.7 per cent urbanisation): the papa-lation in 1971 stirs 50,236.

Ithotigh tYYentt -eight small schools have been phasedout since the mid sixties as part or a rationalisation pro-gramme. seventy -six out of the present total of 107 are stillhelots the national enrolment -sire norm of seventy -linepupils. Consequently, one of the major objectives of afuture net \\orl., rationalisation policy would scent to heto 'consolidate' these remaining small schools.

1 1.

2 11 ,h ,u41 he noted that there reoal for Inell.111, handicappedhJdrsn ( ,egg 11.,,c ricer Sir ToAn ,h1,11 is Cr ,,1 hi the 1 ,1 Sage,c. Order

In 1,0-11 'I crlro:mcrt was 111, ALih Ii g,r1 hk.ardcr, it girls end lice ho,d r,is is I he DOr I rt r1Crl I Own Jed the Dcpsihmrgri

f I leallh p'un't, the ...,sear:. t, rr ,1.10,,,r1,L..urc 5,1, the .,h 41 cccli eel cdo, snarls

19

Map 2. First-level school network, 1971

1. irst-Icycl sL:hool, hi i«ict gir's

larst-lo el school, ho , Only

First-loci school, girls onl,

school, proicstant

NMI An explanationpia of the catchment area codes is gi en

in Footnote I . page 22.

Comity 11111 tipa IN Pa a a Marl .1411

rtxr.1-imu1 8."""

Cat, rose. I ar106.hiru 01,15

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nurn',cr If ,,nool, enrolrncntNn1 Ill i I !(!,k1 ,{,11111,t, the ir,n1 fli

3. AnaNsis of enrolmentI able 5 shovs the distribution of the schools h enrolmentand by catchment area,

tIme kr st.11001s, ES\ CNA IS per cent 1 [hoe an enrol-ment of o,er 1,)9 and account for almost 50 per cent oflirst-lo el enrolment I o, c of the so, largest schools are IIISli!.(1 n and three or these h.o.e in enrolment stir ol

01,A pI(p)IN

I iiNt-lc schools Itaxe olu mit arr kti,.dergarten classesfor 4- and 5-ear-olds, I he pre-tirstdevel apparent enrol-ment rate increased from III per cent in I to Si 3 per centin 19.70. d:',,,un! !he n:41,,ondi weredse iron? f4)...i per centto 71, 7 per cent.'

-I able n itiaire s pre-tirst-leYel participation b catch-ment arc,' and a sido range can he ohsers.ed: for 4-r cii-olds the rates range front, 27.3 per cent to 83.7 per cent, andfor 5. ear-olds from 35,0 per cent to 100 per cent. /his raneTrEqlecis the. deLfrCe it lirba,U:al.(//1 Oat 1107011 area''mid f/:' diNt,hpanc'te mm pot- ,end un-nd-Ic 1,1 cnrohnellt

It is ,i,NUMCd that all the compulsor3 age-group 11-are enrolled at lirst- or secord-leYel schools.I on riles for

, 10'11

f t

1K115

,c'

P 1 ;, ,,^11

r 15,1 qc,

4'4 4

t ,R ;1 '1, ')( 1 I,- "II If fl` 11)1111

(1,1 1) 45 S lo 15

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19

`

Sm

It is of interest to analse the idistrihution of enrolmentshr grade. to check for an disparity in enrolment llosYspromotion and repetition rates) ;ind migrator inn\ ements

+ill 11.1plur Slim

betsyeen catchment areas. In this respect Table 7 does not.in fact, reseal anr d1,41110 trends but this may he becausethe data cover both large and small schools.

I 11-II I Grades I to VI tirst-le el ti.ris, 1966 67 -19'11 71

51051U.-

I CI KOS

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399

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I ',In, .11-4,; not ii <I 51< he,-,d One nyucr,nrurn 10,r, 6 IsJr, I 11<l "I) ,,J:r I., ohi in ill< gr is S I 0,,

2 (c ide ir rLi1.trr',1frUfeIt

relOre, a test as inade of the extent to sslimcln smutschools accept repetition, either in the kindergarten classesor in rrades V ;Ind VI, in order to keep their enrolments ashigh us possible. No trend towards repetition emerged; anormal pattern is also shim n ii Fable s here the POW ofenrolments is given in a sample of use e schools 3x ith less thantift3 pupils. Infants or kindergarten) grades cox Cr too agegroups, but no distinct trend emerges for either retarda-tion or repetition.

1 1,', A, 'Ill,, 1 n 1ST).e All ml I ,,,L K[ H s,direlliS).

(1,1-ge;(,kr ( ft. I 1 i^d (/2 1, r 15, 1, S.: I othcr

,r.1 r (ii (Ii n`k.rer,e

re sn AH I. 4- +I IrC ,+' +AS IL< 1.qcose it LIi

Bett<rS '1 1.c.11

f rAn,cIS, Ncihnril-l. ,41

IrelAndAl-pr In' 7,,L1,,,1 he.%,on nnrc,.!,11,n!. rile,

i.1tt1I S I lov, 1Ihti: tor utt,ints soul .gt,,,r,;, I III (r,Ali; A NA1111-11:

of 10: \11th an enrolrilirtii or Is:ss 1)1.i:111ns

ItJADIs IirAdt I t,rtde II IirAde III

1900 0' 14 21 21) 20190' 0. t8 I" 21 21

1908, 09 19 24 17 2ii1909 "I) 3z 15 Ii)19711 '1 32 l' 20

4. School transport facilitiesBy current regulation. provided a minimum of ten pupilsin it school area are eligible. free transport is available forstudents between 4 arid 10 years old lk ing over to milesfrom the nearest suitable first - level school, and for pupilsuser 10 years of age rising more than three miles assay..Should a school he closed down. all the pupils are eligiblef or free transport to the consolidated school, lAceptionalregulations are in operation for transporting protestantpupils ssho ssish to :mend schools of their (M11 religion.

'11. he national transport company. operates the schooltransport scheme on behalf of the Department of Lei-

\ '0 Pros 1,10.1 of first -lcsel tran,port c.itchmerit area, 197u'71

(nit/Isis of the first-lelel %chop/ netKorA

cation and is reimbursed directly by the Oepartment for anamount equal to the alt 100/ cost. increased by. a negolirnedprofit niargin.

Table 9 describes the transport conditions in the seriouscatchment areas. Column our .bossy that in certain areas(s Lc, Bs arid OR) only about one pupil in live lives overtsso miles from the school, as against one in four for thecounty as a Ns hole, and nearly one in tssu in the (flea t.Thment area.

the percentage of pupils using free school transportsaries considerably by. catchment area. In this respect.arid Cl. scent SOIlleMlat diSalhalliaged as only 23.2 percent (Flo and 25.7 per cent (C1.) of pupils living over tssomiles assay have school transport services available,

The case of Sligo .Fossn is clearly exceptional sincepublic transport facilities are more readily available andthere is also more resort to prisate means of transport.In total. only 35.7 per cent of pupils lining over too milesfrom a school are us yet actually provided % Oh a freetransport sersice. This fact is borne in mind sshen makingproposals for rationalization of the existing school net-ssork.

nr,rrent

Per,emIgeunderrn:le, Nurni,er

0,:r 2 miles ra JA

Pc %enlace Order \ umber

Pupd, Ner,ed h, school bus

Per,:erldge Order

icrocn; Age0\Vr

2 miles OrderI otAlrules

110per

pupil

SI 3 244 051 21 40 4; 21.4 S 335 2,3BNI 74S 00 27'4 34 4 1511 -0.0 2 59.0 3 239 1.0IC I (WI 67 343 33 5 179 17.2 3 52 2 4 237 1.3I(.1 351 Sir 70 '0 Si) 13,1 5 0.5.5 2 46 0.9IK 013 65 211 35 3 49 S.1 s 2.32 9 103 2.1BS 5711 22 tt 69 12.1 38.4 o 73 1.1

457 So So 13 9 71 15.5 4 Ii)).)) I 75 0.9601 1' 245 37 03 9.5 6 15 7 7 2+5 11.9

GI 2sh 134 47 07 23.4 I 50.o 5 42 11.0

101st. ,0 90 73 2 12s 27 544 10 38,71 2115 1.4

NC l I i l t 1 ; It r 1,7"A .10

5. Curriculum and teaching staffThe tirst-les el curriculum is common to all schools, It is ofinterest to notes that a major reform is noss being under-taken. aimed at broadening the curriculum and intro-ducing more practical subjects: a rotating curriculum1'01,100 s> stall is 11,,o being introduced,

The teaching staff by catchment area and school .lie isshoes it1 .cable 10, Out Of a total or 2-15 teachers, innstssenty -one IS per cent) ere unqualified. \ mong the quali-fied teachers- OR are religious, of shoot forts -one :iresisters of various orders: thirty -eight of the total ssork inSligo fossil

I he smaller schools ( \kith enrolments of less than 1(I0).Much ,recount for 5t) per cent o1 the total enrolment.employ nearly HI per cent of the teaching start. I .nquali-lied teachers are found in the smaller schools.

I he as erage pupil teacher ratio for the county is 29.1.I his ratio sane. from thirty-nine for large schools \kithuser 400 pupils to seventeen lor schools of less than Chlit

pupils. It is of interest to note that the recommendednational standard is 35i .

Small schools are seen to have more unqualified teachersand very loss pupil teacher ratios, and both facts constitutecrucial arguments in favour of the consolidation of theschool netssork.

A tabular fist of :ill schools by name, classified bs catch-mein area :Hid enrolment sire (.1,ppendix 1. klhle'; 5 and 6),also gives detailed profile Of each school 51-1(1\1, 1971

enrolment. rate of enrolment arid of population change inthe school :trey 1'4)6-71: area of grounds: rumbler ofclassrooms, year in 1\ /11:2l1 schools 11 ere built, renovated.estended or consolidated: iirld the iisailability of ineeh-ameal services. t hese pr( files ;ire a fundamental source ofirilormation for the preparation of the rationalitation pro-posals.

i PI:re ,re cd late Oct In the I regg II ,.,e s,h +,1 for tr,ce,11.,rdh.dppe ,h1ldren ice is and tun re11011, the p,,rd. ',her r,iro ,5]5I r td. A; r , I t Ir. r-c ,..,,. 6c.. .re ,e,r1 .; cgs h !ire,

23

Part orie

I 5 Ht t 10

SI

I 1,9;511 tt:,i1,:her r,Oio and 15,:ro:roags: f unyu.tl111cd leaL.11ers

I 5,1lici

r ,(1 1u0 . 1st)

II Si) 7115

it)It

h) eat Chtil,:rlt area sfie. 1971

4101

57'0

14

44,

1 625

42

!MAI

3 244

922o0 25.5 30,0 335 411) 391J 35.0

I) (1 (1 Il 1

121) 54 24' INS 109 7457 4 9 3 2917 21 31 36 25

ki111 25 11 I) (1 15

I(' A t 21 55 471 211 152 1 0409 4 S 5 4313.5 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

I K a 45 I5) 6034 6 2512 '1 6 25 5 31 24.1

0 14 16 11)

Sl 115 55 225 5711

h 5 55

21

16s 19 12.3 32.6 2725)) (1 Si) 25

71 196 83 105 4571) 3 10 3 4 20e 24.3 1') 6

17 7 3 22.9ti 1) 0 5

a 206 162 56 121 661

12 3 4 291T1 21 5 17 2s 7 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 29I) 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;()\;11 by age and condition sltov.s that the

schools are relatively old and ill-adapted to the reformCW.asaged, although many- major e;tensimis and reno-S n ion; have been made recently. Latterly. increaseduse of pre-fabricated buildings is evident.

A significant finding from the questionnaire concern; thearea per pupil and the relative site of schools. While it isnot c5pected that area per pupil should remain constantwith increase in school site, particularly since the Iiirgerschools are f11;101it located in urban areas %; here land isscarce, nevertheless there is a certain desirable minimumunit per pupil for the provision of adequate recreationaland cycrinlentaf incihtics. At present the area per pupilis below the desired mininmin in mans instances. In this

24

respect, mixed schools requiring separate recreationalfacilities for Koss and girls should have relatively morearea p:r pupil. "these factors must he taken into consider-ation (11 in the preparation of rationalization proposalsto improve the present position. (21 to prevent a %.orsening

situation in eases of amalgamation an 3) to have adequatesite facihties for the effective introduction of the reformed

curriculum mentioned ithove.,'caching area per pupil varies across the county from

(5 sq. Ch ( 1.40 sq. nt.) for the large, modern schools in Sligo

ToNk li to :k(i sq. n. (2.80 sq. ni. for small rural schools.

Space utilization rates. i.e. the ratio hettkeen enrolments

and the ntutther of asailahlc pupil-places, varies from 97,5

per cent in the large schools in Sligo Town to 24 per cent in

small rural schools an additional argument for consolida-tion.

It ssus also obSer1ed that:I. Central heating and piped water systems are better

dei.loped in larger schools than in fll soh2. There is more teaching equipment and ora better quality

in bigger sehoo'3. Maintenance of the building and equipment is less

thorough in small rural school4. School libraries are generally not w ell developed and the

stock of volumes is meagre:5. With the exception of the use of some rural schools for

adult education classes and local meetings, there islittle community utiliiatlon of premises and there is noss stematic policy for the intensive use of schools.

6. Some data on costs and financingA recurrent cost analysis could not he undertaken sincedata front school accounts were not available. A fairly closeestimate of unit costs can, however, be obtained fromlinaneing figures since the system is almost wholly state-linaneed and total expenditure equates approximately withtotal financing.

The salaries of teachers in public schools' are paid bythe state, which also Finances school transport and sub-sidiies other non-teacher expenditure such as main-tenance. class materials. textbooks and equipment. Thereis no local authority financing of first-level education.

There are no tuition fees ard, although there is sonicvoluntary private financing in cash and in kind, this isrelatively unimportant.

The current public financing of lint -level education inIreland in 1969? 71) \S OS per pupil, excluding public

4 nolido of the tirt-level syholf/ neiKork

financing on school transport which averages nationallyat £25 per pupil carried: for County Sligo for the yearending 31 March 1971, again excluding school transport,the figure was £55 per pupil, of vs hich £54 went on teachers'salaries.:

()lily S44 of the total of 7,990 pupils (10.6 per cent)had free school transport in 1911, at an approximate cost of£21,100 using average figures. "thus the total unit figureif public financing per pupil in County Sligo, includingschool transport, was some £5S. i.e. £54 (94 per cent) onteachers, E3 (5 per cent) on school transport and £1 (I percent) on other expenditure, However, these averagefigures must he treated with caution since they hide therange of unit costs between small rural and large urbanschools. liven the average national transport cost figureof £25 per pupil carried gives little indication of the rangeof unit costs, as it covers a variety of modes of transportprivate car, minibus, special school bus, public bus -anddoes not isolate the higher cost of travel for sparselypopulated areas.

While the transport cost is fairly substantial, never-theless at the present level of transport provision teachercost per pupil is still overwhelmingly the major item. caus-ing unit costs to he much higher in the smaller schools \kithrelatively lower pupil teacher ratios. It also scents thatfurther public expenditure is warranted for items otherthan salaries and school transport.

Finally. about 70 per cent of capital costs are state-financed. the local community. provides the remainingfinance.

I 1 he re are ,lot pet en} prva!e tirside,c1 schools in Ireland and none en County

DcparLment of F. dc.alLori NtawiL, and kri ItiP suney, finanilrts frompro. arc coerces is of coule, 3150 elduded

25

Analysis of the second-level school network

1. Introduction:school network policy

Before proceeding to analyse the school network forsecond-level education in the count! it is necessary todefine the current policy on school location. his policymay be surnmarite,; as follows:I, Vile current enrolment norms for schools providing

both the lower and bigher stages are 400 and SOOfor rural and urban schools respectively. The normfor the maximum site is 1,500,

2. Existing schools ',kith less than 150 pupils in regions ofdeclining population must either be closed doss n oramalgamated with other schools, In this respect, co-ordination is encouraged or private and public schoolsand of general iincl vocational schools, as well as co-education.

3. While no upper limit is set On the area of school grounds.it is recommended to prov ide about ten acres for asecond-level school having lower and higher stages.

4. In developing urban areas planners provide for schoolsto cater for 1,600 secondlc),I students per )6.000 of theknit] population.

5. A recent ieform has upgraded all vocational schools toenable pupils to take the same 'Intermediateticate' as those from general education. Sonic otherlarge vocational schools have been upgraded to enabletheir pupils to take same final examination as stu-dents attending general educatinii schools,

6. It is intended that second-level schools should functionas community schools, cos cling aspects of specializedpart-time education, adult education and other relatedcommunity services.

7. 1 he building and location of new schools and extensionsarc. of course, also subject to planning permissionfrom the local authority.

Again. was for tirst-level schools, upon closer examinationwide divergence will he noticed between these national

criteria and the reality of the existing network.

2. A general outline ofthe second-level school network

Niap 3 shows the network of second-level schools in 1970/71by catchment area and type of school.

the propwed structure for the second-level educationalsystem shown in Figure I, page 16, with a unified systemcomprising general second-level and comprehensiveschools, is not yet in operation in the county.

There are, in effect, two systems operating side by side.There re nine private second-level schools under the con-trol of religious authorities, one of which ISummerhillCollege) could be termed comprehensive in terms ofcurricular alternatives provided, and the remainderge. _awls here are seven vocational schOols under thecontrol of two vocational education committees, one forSligo Town and the other for the remainder of the county.In the latter case the emphasis is being changed frontvocational training to a comprehensive curriculum achange hampered in some cases by the smallness of theschool:.

Whereas the network of vocational schools is of' rela-tively recent origin' and until recently only provided a two-year lower-stage course (with very low fees), privateeducation is of earlier origin and has always providedthe full five-y car course. Before the introduction of thefree secondlevel education scheme in I968, fees chargedin private schools Were by no means negligible.

l'he reform or rationalization programme introducedin the I 960s sought to unify these two systems, and since..)65 all vocational schools in the count!, 11 ive offered the

Cul! three-year lower-stage course, while sonic largerVc,c3lior0 schools offer the complete loss er- and higher-stage courses.

It is to be noted that two small schools, one in IC andthe other in f.C.= have been phased out and the privateand vocational schools in Gorteen have been merged into a

r" 1 ,f ;41,C nlann Ss, ,51 S.la 4,1 a IC I and a. orball.t 5 JthonAl S,1-loot ti CI

single school as part of the rationalitaiton programme..Vi-vertheit.v.i, only two chooh in the L'ot0111'the :.-e 101/ilard tor the countr 1400[o 1.1)41 pupi tan,' ibe,t,are both iii S I. Furthermore, four schools in GR, G 1(and hate ,in enrolment of less than 150, i.e, below themin MUM set by the authorities,.

3. Second-level enrolments1 able II sunlit the enrolments by school and catch-ment area in 1970.71. Out of a total of 4,(X)7 pupils, 2,079

over 50 per cent; attend fine schools in Sligo Town,which vary in enrolment sire from 193 to 654. The othereleven schools are scattered throughout the county and areor smaller siie, i c. 115 to 265 pupils.

V. 'di 68 per cent of enrolments. private schools accomitfor 2,755 pupils. In addition, 85 per cent of all pupils traveldaily while the remaining 15 per cent are boarders in fourschools in Sligo Town and Tubbereurry, A breakdownof enrolment h.., sex reveals a slight majority of girls:52 per cent of total enrolments,

:\ brief comparison between the enrolment figures for1964;63 (prior to the educational reforms) and 1970171 isof interest,

1 here was a large total increase over 47 per cent, from2.717 to 4,007. this increase originates mainly in thehigher stage \S MI 120 per cent increase as against just30 per cent for the lower stage. The proportion going to

irrals i1 !of the' vecondlel el school network

private schools remained almost constant. The percentageof day pupils increased front 79 to 55 per cent, notablybecause of the introduction of a free school transportNehenle.

A breakdown of enrolments between haver and higherstAges 1"C1 cal% the latter to have increased to 2') per centof total second-level enrolments. ,A breakdown h) se\show, that 58 per cent of higher-stage enrolments are girls,as against 51 per cent in the lower stage. However, themost interesting data for the study of school mappingconcerns the breakdown of enrolments between catch-ment areas.

4. Enrolments by catchment areaAs is shown in Table I I, enrolment conditions vary sig-ndleantly by catchment area; especially noticeable is thefact that the higher stage is much more readily available incertain areas, particularly. Sligo Town,

It is also evident that private schools play a much moreimportant role in urban than in rural areas. There are fouressential reasons for these differences between the catch-ment :areas, namely.(a) Pupils still generally prefer to enrol in private schools

providing general education and leading to third-leveleducation, since vocational schools, which provide

I 0 ,hould thui zn 1,01 A rte,. Itcioont1u.i.orer,ed ir1 Skgo

WI I 1 Sik.S01i1-1,:S el s4:110)11, by enrolment and catchment area. 1970 71

II

10%

(

13,r,1

1.0 %,

11 ihu

11.k

13,, eie 11.1 0,1,1

Suinntirlffil 126 44S 1,5,1 53 236136 134 2741 11)() 172 4.42

(meat 255 258 131 131 359S.:11 -40 17 39 154 I i 14 ti 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.:ation di Sr 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

05 \kr,, ( 1.,1 s 136 12 17 .11 18(,

(R 0..attonal 4)) 11 115

( 1 .,11okal Ss.h ss 4s 1;3 Ill III 143

(II cett oast ti,..h 4s 13 :1) 3,1 118

1111S1 1')-1) 1 291 1 1'4 1111 .224 192 526 97 141) I 155 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

'00e1

Science

it usmess studies

I echnical

Cie tientl soeial tittlie)Commercial training'

Boarding

N1 boys: F irk. l' protestant

-this t:oure emphasties the practical side of pre-employ-ment and does not constitute the lull business StUdie

Comity *tip

1. 1..,)

maw

r034,

mum:mg:at:4 Rd'

C.1,14,,,s1 Fedboun,Idres

9M

? K,k,r1,1r p y 4

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 15 IS'

SF 65 135 129 134 99 73 24 81II \t 24 54 96 90 51) 16 65

I 19 69 55 91) 75 31 9 521.(' -7,1 71 71 5(1 57 40 16 571.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 26CI 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 isIrth sues lief

more practical instruction, are often ;mended by pupilsdesiring early entry to employ ment. The continuance ofhigher-stage studies is especially attractive ki girls inurban areas.

(t-) lhi. rt.forni introduced a few years ago to compre-hensiyise the curriculum and equate the Iv\ o systems(public and private) has not yet had its full impact.Public schools 'a ave been providing higher-stage educa-tion for only a fey: years.

(e) Employment opportunities are better for boys than Forgirls. sshich partly e \ plains the high participation ofthe latter in higher-stage education.iligher-stage education ssas not :Lvailahle in the lik, CI.and (1R catchment areas. explaining sshv their partici-pation rates iire smaller.

5. Apparent participation ratesTable 12 gives the apparent participation rates by catch-ment area and age-group in second-level education. 1 heserates are negligible for the 11-y ear-old' and the 19-y ear-old age-groups. and has e been e \eluded. The figures relateto the 12 to IS age-groups and slAs:731de. any III'S! level part iuslip:1(1On for these age-groups. T he figures do not allow forthe :no\ einem of pupils between catehniiint areas. "1 hesemovements are quite important. iv ith large flows towardsST, especially in the GR and ('IL catchment areas. and 'with!lows toward, FC ;Ind RS in L.K. Nor does Table 12 take anyaccount or pupils from other counties enrolled in CountySligo schools (about 401)). Accordingly, the rates are over -estiniates.particularlyforSligo tos n, and for those catch.ment areas shere higher-stage education is provided.'

Despite these major provisos, the figures in 'Fable 12clearly illustrate the differences in the development ofparticip,ition by catchment area and age-group.

For instance, for the IS to IS age-group as a whole, helow rates for 1-K, CFR and Cl. contrast \sill) the very highrates for ST and 13M. !loss eser. the gap bets ten the lowestrate (26) and the highest rate (57) is not quite so \side,the former is an underestimate and the latter an over-estimate. Nevertheless. these figures are a significant indi-cation of inequality.

Comerally, hols ever, participation rates in the counts:Ire quite high and reach a inavimum for the age-group 15.Rates diminish fir the 16. 17 and IS :1,egroups. mainly

rid mIgratIon rates

because these relate to the higher stage, \\ here participa-tion rates are appreciably smaller than in the loser stage.

The participation rates in -Fable 12 .ire better under-stood \\ hen account is taken of admission :mil retentionrates.

6. Admission and retention ratesI he current regulation for admission to the second level isthat the pupil must he 11 scars S months old by I Septemberand must have completed Iirstlevel grade 6, Admission ;wt.!has decreased since the introduction of the 'free transport'scheme in 1968. Table 13 gives estimates of the admissionand retention rates by catchment area

It is seen nun in most catchment areas the admissionrate.; are about unity. This is true in ST. Mt. h(', FK andRS, indicating that entry to second-level education isalmost initinnatic. -1 he low admission rates in CI. and Urshould not, however, be considered as implying an ap-preciable difference in these catchment areas, as many ofthese pupils lease the county after first -level educationto attend schools in the neighbouring county catchmentarea of Bol, IC.

1 he particularly high promotion rates for first- andsecond-year pupils are also caused in sonic cases by move-ments hetsseen catchment areas. Particularly noteworthyis that sonic pupils enrol for their second year in a voca-tional school having attempted a first year follossing thernore general curricula in ST schools.

The sharp drop in retention rates in some higher stagesis explained by the fact that many pupils, especially boys,enter mph:13.11ton at the end of the lower-stage course,and also that sonic schools provide only a one-year com-mercial training course in the higher stage. Furthermore,the higher-stage course has been introduced only recentlyin the vocational schools at -1-C, liN1 and 1K.

In short. the figures in fable 13 reflect a number ofhighly comple \ factors, \shieh arc not necessarily Assayspermanent in character. -I. he main factors concerned arethe migratory movements of pupils and the availability offull and diversified second-level education. Clearly., underthese conditions, the urban areas shots the highest partici-

1 sine most of Ms group tomes under hot le,cl educahonr .f he stri,tl correi:t a Wstinialon should haft been drassn between ion Rises of

It...hrlent Ares ill for the hoer sfsge and ifs: 4, the 5pgIscr .bags

4nall!il 0, the (1'0,144/40E1 s,hool 1414 iirk

I %tut 0 \ pparent admission .111L1 promotion (retention) rates for the second lesel. 1971

S I

I

I4S

(1 k

(. ii SItgo

I 14'0 ,IKite

SIS 1 01

9;

11,6 s2

404-1

lb 1

0 91

lb11 '1

40

11

0 to)

,k,

\r,

1)50

'II /to/ "i) Rate

_

4

49 I

,4)

Iii151) () 9.1

455o 0')02

Ohs o 91

46 4 Or

11

33 103

0 95

47

30

0 95

I i2 I)9*;

1 120 It 92 051 0 95

1

2

SOL RTI- Deeistruncni of I dusithon Osloher 1,its and I chruan cen,os

pation admission and promotion rates hecause the fullhighcr-Ntoe course h,is bi:s:n allahle I here for ;1 numberof t ears ,ilreads.

inall . as s ith first-les el enrolment. the conclusion ineducational planning terminology, is that the cdricati,olai

a/74'w\ determine I lie I

7, School transportIt k \ Cr) dITFICillt to describe a school transport S.N SILI11 IIIdetail II1101.11 losing claritt si.hat is gained in precision.

tilysis has .iccorilinglt been confined Plaints to theeaminalion of the origin and movement n of pupils. es-pecialls ;is a function of the three-mile ltiil hetsseen thehome and the school. lap 4 shims, beside each centre,the percentage of pupils \\ holi, cstthrn i three-mile radius

N iii F area ino,eineni. 19'0 -1

1 ar s1ii!.11 !

hi

4

To Si i 1 T4

1

1

3s 2s 4

',Q 1,

'f 's 1 -

I II s 1

iik, I if, ii) I- 11 11 I 30 21 1

1 . II Is.5

NI NI

I 11

"is

421)

439

61,75

I 43

149

41

IsII

4s

45

ni7

SI

58

23

45

s52940

Kate

I) 90

055

II 90

11 911

Ii s5

057

0 69

\t,

(151

0.90

lIr914i4

144

39s

71

127

14s

4.1

47

s5

11

32

,s0

10

42

19

34

094

It lie

II Sf,

0.28

I) SI,

0.'14

0 7(1

IT t')

0.7,1

o 24

n 50

0.81

4

19"o 'I1969 "n1

279

294,1

5.1

05

19

1s

i

IS

21

611

21

429559

Role

1) 41

0 3

os

0 -16

sti

0 67

0.78

of their school, this percentage is signilieandt correlatedto the 10.4:1 ot orb:int/alio!) in that catchment area.

-t his inap ulso illustrates the main movements of pupilsto their schools and also betv4ecn catchment areas. Move-ment from (i R. (I. and RS to ST, and from 1,1.: to L(' andHS. are particularly notcorthy as these are mainly flowsfrom catchment .tress \shich offer (or used to offer) thekw, er-stage course only timards those offering the higher-stage Coll SC, Ilossever, inovC111CMS of pupik arc also duecc earlier enrolment traditions and to the attraction ofSligo Toss n as the county capital.'

current regulation all pupils sho live over three miles

I I th'u ld also he added that there is sonic mosernent in both diresIions or dd,-suig.. 4,1 rICTY,011ring, 11,1f1111., 1 has boa' .14

II ihe net 1...,11 of ib is .t.1,,011 I, it :0e,hC Micro is .11.0101 irth.r cr.,cric,1 ol ha oder. I he riot blare 1,1!",Oirki,r, ha, hcr

hl 411) ih,hliorhd ,r11- ruth Si rands in tine 1,unl, 12,0 itJr, enrolled in She, loan

T us

SI F

1')

I) 5. 1 4 11

11

I To I;f2.

N4 1 st F SI

1

11

I)

r ( ! I allSI

- -

Total

21 (,4)

lii 32

02i3

15

17

121

-9 115

31

Map 4. Percentage of pupils who live with-in three miles of their school, andthe main inter-catchment areamovements, 1971

It)

II 30

0\ er

'Null I he thiekne.. the equotlettt to the mint -

her, tr,telline.

32

Countp tiço

5 16)

16 201 -_

33

Parl 0,11,

\ t "1 SCik1I4d.k \ ',011/01 tf.1,11,11011 by 11,11

I 1,

,,1(1,..',14,:hroc.n1 AN...A, 19 it 71

11. ,1.-

I Ithcr\

SI Surnmer11111 4-; 1,09 4,s4 71 12' f4; '4' 441

I r,illine Con, 214 4 42 1) t,Slcr., Con, ts 41 4, 25 14

rr,1111111.14 `.,h 9, 4' I) 44

oc Scht,t,i 1-1 II t' 21

IiIf ,41 0'9 451 19,) 140 112 21s 144i5

13 \ on,, li' a' 411. nit 12s 21 141 1 lii

110 \I 445 2% 21s 7 "; ci "1.

SI trio I ia 1.32 745 '41) S

*0) 40 S 011 411,:o.1,11 1,11 1%1 (f1

10111 :4" (.4ti 267 I) "4

1 ( S.11 4( (4421K 4 1%," 13 114, s9BS \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 "n2 I 44.1, 20 1 ;'2 ls

Nt I L ,114-

I Ntil 4 1I S1.1111111 .1P. at 111.1.',11.1,t1111e111...ircA lno,ument. dtirtng19-(,

SIIt `,1

('1

1KHS

4 1

4,1

(Ithcr0,1Antie,

NI

44

.?

41

1

r,0

4,2

41

IS

NI

t

11

19

111

!r41III the nearest 'adequate' second-leN el school areeligible for tree ,chool trAttsport . i able.' 14. 15 and 16'describe the origin of pupils in and theof the school transport semee catchment area Lind,c/1001 (011ott irn! main point, are skorth of note.I. I he relato eh. high a% crag,: percentage of hoarders (15

per cent), particularl in the SI catchment area 126per centl:

2. I he %% ide dispersion of pupil in certain catchment areas;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:3. I he 1. er des eloped level °Idle school transport serA

more than half the tia,-pupils use the .'cr.' ice and in11,2 it

34

8. Curr reulum\ecording to the regulations, higher-stage subiectsgrouped under foe main headings: language; science:business studies: technical: mtiu general (social stildicsk

Pupils are recommended to folfok at least tbree subjectsfrom the ).,roup suitable to them. Percentage brealskioNnsIII the choice of subject-groups arc glen by catchmentarea ;tad .se in -Table 1 7.

I he tx,.cr ss helming !elting toy, ards the 'language' and*general (%ot:ial studies)' group is es dent, accounting for7S per cent of all higher-stage enrolmen's (of nhich 69per cent ho.N and per cent girlst and 1041 per cent in the

IIS and ( 'IT catchment areas. 13?. contrast, fes.' pupilstake the 'science', 'technical' and 'business studies'groups.' At present, ol o.turse, the 'science gioup is offeredout:, at SI ,Ind BM, and the 'technical' group is offered onlyin SI. ,Old LK. Ilimocr, abk 17 figures must heinterpreted caution since, in effect, pupils choice i%tainted b the constraints imposed b the educational

1 or instance, a pupil v.ho lies in 13S. OR, Cl.or Ci F mu.'? 11:11; 42 his catchment ;ired it' he 44,isfICN to takethe 'business studies', scleace' or groups. Withthe traditional attraction and prestige of the 'language'and 'social studies' groups. which are readiT\it is hard h. surprising that pupils folltms these course,.

I Ii,",' t'v 4 v,4 414'04 rn,scr,c,1, 1,c'Accr, 4.4.chmtn1 areas:1 II trus0 Sc curd th,E( dc.rffe hC 0cr dot.'', recommendations

r 11, 1 91c, ,11. lo!ht!, ih I; .eI ;/ r,t ovn,

I on Iligherstage secou,1 el enrolm,..111 II) discipline 970 71

SI \I

'1/41

I(

lis \I

(IR %I

( I

1

1 \I

Other 1N1

county

Int of \I

SSc,55

IL tS

Is

tif

iIs.c'c,s studs, I I 1,1 e.pc,1.1

10

Sti 12 0s2

Ni) 101 I 95

52

Itrts

17

S2

54

100

in,11.srk ()Ir the tYro6/-it'Vt'I cc/iii/ network

,-Hcr l'c , ,'r, \ii 221

42

16

179 hs

14 So' S5

Iii 781 65

Similar obserations he it ;de for each catchmentarea in turn, e\cept S I and to a lesser c \tent RN'. Aecord-'ugly C1,7Ccillr,11;1( .sfiprh Lt neralli leads to

liintOsiol/ fr, hii.q7Cr-fage s fin c OM/1(0111111 Irlurg)' wr,/, catoo iNequcillN bcoicorwale ard ft na!e .17niv iii school nencHri, rational,-:atb,r7 f//MO's t)mq ill, /Up! VI) COdif:e combliol,tICer):011 Ill '151 thew in, is

It is noto%orth that the .iiithorities Ilike felt the needfor illrflik11:Ir reform and already the subject range hasbeen made more comprchenske ,ii61 more practical sub-jects have heen included. In addition, educational andcareer guidance are gradually being introdm:ed to aidstudents in the choice of subject groups.

I ducation ;old training in second-le.el schools generally;ire not sere closely i1iried It emplo mom pasihii cs

in the region in the Content I)). regional planning, the roleof these ..ehools is ilMs seen rather more pre-\ (it:Am:L[1,than vocational, although the education and tra! tiiinreeds Cid Fs time timbers 01 pupils its and. indeed, quali-ties them to enter employmcrit as apprentices sit: certainhash.: skills.

It must he inentnricci here that !her.: si grown sectorof training in Ireland under the authority a National

pprcnticeship Rom d tt here dit and block release ;ip-premiceship training, directly geared to employment, isconducted. It is not Set hh2111> developed in Count Sligoiris! :iccordingl not tre:tted in this stud. 1 he nest Regional-1 et:tin-real College (WIC). established in Sligo I owl in19711 lone ot nine such colleges throughout the coiintiis intended to pl.k a ers siguilint role in regional d;..\el-opment hoth by ,o-operAtIri:.* 111

I I

95

14

Iiis

100

MI)

100

[Or)

nil)

IOU

1110

,94 loo

arid by initiating courses at the second and third les eldesigned to provide the skilled manpmter required for theeconomic and social development of the region .

9. leaching stallhe relevant teaching std ratios are given iii I able IS.

Out of the total of 269 teachers (including fort)-ksoreligious). 79 per cent ;ire Lull-time and accordingly fullyqualified. hxpressed as a full-time equivalent, there are 230teachers and the average pupil/teacher ratio 65 17.4 I forthe county. This ratio is, in general. lover in the sinallcrthan in the larger schools. The range of ratio is etremelyslide for Such a small sample of schools Var> inn from1 1.S:I at (ii to 26.6:1 at RS. The pupil/teacher ratio isIkmer in public (14.6) than in private (15.9) schools but thestandards adopted or Ireland also vary for both. being17,5, I and 25:1 respectkel-1 11011CVer, wcational (public)schools have tosser pupil teacher ratios than general educa-tion I prkate) schools, since practical subjects requirerelatively more teachers.

I able IS also gi es information kW teacher qualification..In private schools teachers are mainly unis ersit graduates',c ho have follo\. ed a three.ear primary degree con sefollosted by a one-year parttime university course inpedagogy. \lost of them are graduates in ..1rds iii publicschools on the other hand, 50 per cent of the teachers ;Ire

int , I k, 114.1.1 1101r pls1,1 hcr, crt p ri', 4115: I sr 1f ,'r I

t ,1 f 6r-c cu .fer a iti her1, 0

35

Part one

rr r I

J.

r I r

-t 'r

-t

university graduates. while the remainder have followedteactivr-trainiug courses qualifying them to teach practicalsubjects,'

10. Buildings and equipment[Ail, 11 in Appenttiv 1 gives it tabular list of all schoolsby mune and catchment area, and tko gives detailed pro-files of the physical l'acilities available itt each school,showing; grounds. teaching space by general. special andother classrooms: rented accommodation: modern audio-visual teaching equipment: administrative, recreationaland parking facilities. '111i:se profiles are of fundamentalimportance in reaching decisions on rationalUation pro-posals.

evtract from them suminariiing data on area, class-room ,tecommodation and time utiliiation rates: by schoolin 1970 71 is gi\ co in Figure 3.

\kith the eveeption of three schools (Bally mote Voca-tional School. IlrlkirkMe and Ballisodare Convents). the

r -t r -t; " -

t r-r

r

r

CA SCHOOL

Zcnj'24,c. ';-)t

SPECIAL. ROOMS

LABORAFOM1 2 3 4

WORKSHOP1 2 3 4 5 6

S 1' Suminerhill

Ursuline

Mercy

Gramm. Sch.

Voc. Sch.

5

25

4

10

10

L 1- 1_1

_E:ririI I [. r_

r I -1

_____JF--,Li

Hillii13M Mercy

Voc. Sch

30

1 ri r r 1I

L.

'VC Marist

Voc Sch.C.

lienada

40

12 5

10

[ I

n r- T i1_ ...1 _j

LiEC

KRS

GR

C I.

(..i f

Convent

Voc. Sch.

Mercy

Voc. Sch.

Voc Sch,

Voc. Sch.

2

13

0.51

8

5.5

5,5

ii i___ ____77n___j

f. 1L _L____i1 7 1.

L :1

F-1

]

111:1

LiTotal no. of rooms 22 24

I tct er .Spc, ;at ,u;" erat and trine

SOU- malt, purrosc room-, halt a

area of ;adjacent land available is quite satisfactory and itis possible to expand, HoWeVer, serious shortcomings inaccommodation were resealed, as follows:(a) of almost 150 classrooms, thirtstsso are rented or of

teinporars 'pre-fah' nature.(b) Over half the Menty-t\\ o science laboratories, tss enty

four workshops and sixteen home economics rooms arein poor condition

(c) the rapid expansion of enrolments has led to the useof several general-purpose rooms as classrooms;

(d ) in all. there :ire only three language laboratories, threemodern gymnasia and three school libraries.

Under these conditions, heals time utili/sition rates forclassrooms in certain catchment areas are ines it able. AsFigure 3 shows, such rates reach 100 per cent in eightschools, i.e,. classrooms are occupied continuously. byclasses throughout the regulation thirty-hour seek. Inother schools the situation is not much better. except intwo schools (Ursuline and !Mercy Cons cots) in the sT area.

II ow, ever, the time utilisation rates for the classroomsdo not indicate the space utiliration rates since, for instance.a thirty-place classroom may he occupied by a group oftwenty pupils. herefore the space utili/ation rates by ty [seof classroom and school are given in [able 1').

Osers:rossding of ,:ta:sroonis is shown in certain schools

A ntdss?'s of ihe secondIoel school no Mork

and under-occupation of available space in others. It alsoemerges that, in the carne school, the level of occupationcan vary considerably between different types of class-room: this is caused by the nature of the curriculum andthe type of classroom;

Educational equipment and playgrounds are generallyquite satisfactory, but administrative facilities arc inade-quate.

In summary, the accommodation problem is serious.With the exception of some Sligo Tosvn schools, the build-ings picture is one of accommodation shortage andobsolescence, Yet, although new buildings, extensions andrenovations has e been started in some instances and plansarc well advanced in others, there is still no coherent over-all integrated development programme.

I 1. Costs and financingRecurrent costs analysis was necessarily confined to publicschools (aI) of sshich are clay schools) since accounts forprivate schools ssi:re not available.

ittJ1,11/7 s:hool pran,c. Are used in the e,cr,t,g for cort,,,no J i ague, and for/dull eth,:atten this. h,tueser, is r,ot ucua!i the case for pry, Jte schools

GENERAL ROOMS TEMPORARY AC'COM MON.HOMEDECON.

1 2

zai`cf, 1 2 3 4 5 6 7 8 9 10 II 12 13 14 15 16 17 18 19

PREFAB

1 2 3 4 5

RUN FED

I 2 3 4

[---1

1 --'1.......i.

E

L, _.,

71:i

C_ :11001%

---801- I It 7 fl-r f"filLL _ / 1 . ' 1

1ri. -T-176-7-1,* -I

T. ' T I T T r--t,i . L i 1. i L I___i

7 -1--

1-,

_T1.1

r ;: 7r T

.7 ?_i'? i 1 i 1

', T 1 ----T 7- 7 77'1 1 1 i ,.. -4

Toi-i-1,,,- ] r- r r T----iLY_.!i_!__ i _ i . I. I . I . J

I .1 I I I ' _1

___J

1-1

Lir--1 j

[_1'

Liiii`L-1 I I -1111

"4667- 1 1P I J r -1-1rj--1 io-, TF j 7

, __J

r 1

° ___1

-1---iS___I___i

r----1r--t.

__,__.,

L__]

Fl_ir 1 ,r96,, ,

._ e__,.._ ir

1 1

, _

i--6-6,,,;,-- "T r 1 T T

. il. , t 1 , J

e- I t

10q°, ,t i i__,'-- T -1 T 187 t ,

r----T.7-1100

-IL__.1_1

LIL___,

El

[11. _I

90.%. t 1-L ] I I 1

16 3 117 20.. _ ____

1 2

retina/ ton rort, . / d /

al I hour atch,

37

Part one

I 14H11 19 Sp' 1,t14. IrcrienLye) for ,pe4:131 mtd gener.11 41.499r4)0m9, 1970 71

It r,toIigc u,c to' 41439400114

tt:its,,r Language 1,ttrorator) 1lrr

90 911

11 MO 77

'91 1tiltotitte411,11

l i,oirk. t'one!it

Soer,

90WO

uis fie,,c141

91)

(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 1431 ot.,Itton tl .tit.tittol 69 91 19 4111406441 t 1W 74 94,

I 1 ( 069 tttit 45 4 69 SiI Is 0,,itinttltit.hool t93 9) 52 13Its 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 1021;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, :2 77 1', 11 1, 19 19 -'' 4 tlt,' 17 1 17 796\o, 9,11Ls1t:20 1 t)

ti 116,

19 -,1 -I

196- 69l'1-'0 "1

'2 tt9t/:,4 ,6/9

II)' 2',1,

19

46)1)

0,1 9

7s f,1.1

1,)1)9,t6)17)

16).1'411

'L) 1,

174775 5112

i 1 II))

1121,

6

t, 3

21i15

1)4)4

2u

11 2

106 9"4

79 406174 9'3

51,29 1 o n itItt t.s 61 19 12 t)t-tt

1 ost '9.166,1 itt-N -1 1 411 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 1.11' 11'0 -1

re, rupl 4r.r:cd ,61.1e f C ftL SI.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

t,1,,,,t,,,o,,,,,,;slig,, 1,,4n 196" 4,9 21,

Vostt ticlittt 4 pro ,I 11)2

Co '.5114.o 169,7 (, ,,f,

%ott tititottl. it170 71 12'

1 11,1),1 (i,t,Picoy: pr pTdrtl1516go 1 otAn 19),T 16i\to, 14110o1 19'0 'I( o 1,14,,, )' 0 4 , 7 15

1,, Stitt tot, 1971 -1

46;',! Jr 16-

Other

I ot

779 s2. 4 441 I I 1 319 4 405 1.0 32 946'14,2 Is , .,-,-,

1 639 115 547 0.5 19(1)241-)) 7' 70 595 27 495 05 521 0 c 77 991569 741 20 955 14 1 1130 lo 3 192 20 152 905

-1, LI 41

464

519 4,3... I 52Y,

ill 22 0 5 0 5 9314 , 74 I 4 174

Total, percentage and per-pupil unit costs by purposefor the public schools in 1967'('S and 1970 71 are given inTable 21) for the Sligo Town schools. which are relativelylarge, and the county schools. which are rural and smaller.

I 'nit costs are somewhat inflated since they containelements for adult education and apprentice training 1Nstrietls speaking, should not he apportioned to formal hall-time enrolment: also the unit cost for Sligo Town in 1971T 71is much inflated because a common account was used forthis school and the new RTC opened in that session.

Tluweer, it is obvious from the figures that unit costsare higher in urban than in rural schools, because of thehigher administrati% e and teacher costs, and that theseunit costs have increased rapidly over the period. On costgrounds, the necessity for having two separate administra-tive offices in Sligo 'TOW n must he questioned, one cateringfor the town school and the other for the county schools.The fact that the cost of instruction has tended to decreaserelative to over-all cost (and indeed that it is less than 70per cent). may seem surprising, but firstly the specialcircumstances conecruing the establishment of the RTC in1970171 and the introduction of the school transportscheme explain the relative decrease arid, secondly, thenature of vocational schools requiring more practicalequipment and maintenance explains the rclattely highproportion of non-instructional cost, There is scope for

4,1 tI sic ul the ceivind.icve/ ichooi netts to

halting the increase of unit costs in the county schools byraising the pupil iiteacher ratio front the loss 197i averagelevel of 14.0:1.

Table 21 gives the total, percentage and unit figures ofpublic and prikate financing ror second-/evel public schoolsfor 1967/0 and 1970:71. Once again financing figures forSligo town are inflated because of the special new RR'circumstances.

The figures reflect the facts that second-level educationis practically free to pupils, that financing is accordinglyalmost fully public, that the state is accepting increasingresponsibility for financing and that local authority firms:-ing per pupil is much higher for the county than for SI1e.oToys!).

Private schools are free today pupils and receive no localauthority. financing_ The Department of Education financessalaries and transport, gives 07 capita grants and awardsother grants for textbooks, equipment and in lieu of fees.

1..!nfi.:irtunately, precise data on hoarding-school costswere not available and it \Vas not possible, therefore, tocompare the costs of providing transport and canteens withthat of hoarding. Fees for the hoarding schools Vary fromf115 to £250 per itnnum, but the real cost per pupil isprobably higher: there is also a divergence in the standardof service offered to pupils.

31)

1

AAA., -..*

./41111119

. ."

S. 11

-ter CZ,/

3,1"1411***41;d44, .4-7! ro-Aiftir ?fotti( I c1,,,

P?1Iird grnthll arid the fIVerci',T e: :e farM1 I\OM ',Mall I" 1:1,C (I rcturri 141hc1critli attractile marrttam

the' ho:h 4,t ptpuiiitteoi

"gMIAMI Li r

( hamptccn

,I foretold' for kinall fcirtycr hee?ctOle Inchitricill%orken.chili' ret(idli4 ihcir lurnrc. mai tnlltlll i rcr the nitatIcitbortlef fcl (nu/culture and indrolry .

PART TWO

IV. The projection of enrolments for first- andsecond-level education, 1975/76

It is unlikely that the medium -term trend in economic andsocial development sill have any very significant influenceon the nature and slope of medium-term (to 1976) enrol-ment projections for the county. Nevertheless. since schoollocation must he decided sithin the long-term perspectivefor economic and social development, which is correlated

ith future demographic trends, it is desirable to outlinethe economic background against which enrolment willdevelop. This is the purpose of section 1 below.

In effect, medium-term enrolment patterns isilldependvery closely on population factors, especially the recenttrend in birth rates and population movements. Therefore.it is ;Os° proposed to examine the demographic trends,before proceeding in a third section to estimate first- andsecond-level enrolment.

1. Economic and socialdevelopment

The development of the north-west region of Ireland. orwhich the County Sligo sub-region is the centre, is themajor regional development problem of the country.1 here is over-dependence on agriculture and there areimposing obstacles to rapid industrialisation. phis im-balance has resulted in migration and emigration, theextent of which will he examined in the second section.

Among the main obstacles to industrialaration are lackof mineral resources. remoteness from raw material sourcesand markets, high cost of transport. lack of skilled person-nel, and the underdeveloped state of the industrial andtechnical infrastructure. liefor.; examination of the econo-mic background, however, a note on the orgarniation ofregional development is appropriate. since education mustplay an important role here.

A. REGION A I Di'VELOPM1

The organisation of regional planning has evolved rapidlyin recent times. Formerly responsibility for developmentin the county rested almost totally %kith elected county

councillors under the administrative direction of a CountyManager; emphasis was largely on local and infrastructuralmatters, though state intervention had been increasing.

With the Planning Act, 1963: .requiring the preparationof five-year plans by local authorities, emphasis has shiftedto more Mtegrated physical planning. Integration andnational co-ordination became more effective after 1967with the setting up of County Development Teams con-sisting of the County Manager, County Engineer, CountyEducation Officer, and County Agricultural Officer, with aspecialist in development acting as full-time secretary.

It was realised that rapid industrialization must play amore dynamic role and that the county administrative areais out-dated for regional development. Accordingly, whensome of the functions of the Industrial DevelopmentAuthority (I I), \ were decentralised in 1971, Sligo Townbecame the headquarters for the Sligo-Leitrim region underthe direction of a specialist in industrial development. Theinitial tasks were the preparation of a live-year economicand social development plan for the region and co-ordina-tion vs ith the efforts of other bodies working towardsdevelopment.

Apart from formal and informal co-ordination and co-operation with the County Development Team and theregional IDA in the furtherance of economic and socialdevelopment, the county education authorities support thisobjective by emphasising agricultural science, home econo-mics and other vocational subjects in public schools.'They also co-operate with the National ApprenticeshipBoard (ANCO) and other bodies in apprenticeship training,and they particularly encourage adult education whereattempts are made to provide evening courses specificallyvocational in nature. The role to he played by the newlyestablished R'1 C in Sligo Town has already been men-tioned. The county education authorities also co-operateisith University College. Galway (the University of theWest), in conducting extra-mural leadership trainingcourses designed to stimulate economic and social develop-

EN,IN c".1,,Y1,hcd . pr,,,koc it t

\ NC,11 hr,eudee

41

Map 5. Relief map of County Sligo show-ing zones, towns and communica-tions

NotF The numbers indis:ate the population in the tonsand silktves in 19tv-,

42

Coutttp tigo

Peel Inves

ZOO ',CC

J i(

GO 150

0-60

'sr. vs ar Man 1044.13

SeKOncidry pc-lath

tntxtttanutstti P41"'" e"

mem - CIIICtTen1 014Mxxldsrrey

ATLANTIC

4

540COL tOON E

)

222RIVERS TOWN

ue,atRCUSIRY937-..**

GTGc,,t

43

Purl two

1,b1 It 22 13reakdossii ul Lams ht ,irc,1

1,1 fi1 (A

487 719 1 181

soi r

r()F,()(i R

I, 4)

J 001 2 .vis

11,go N,

Sligo is a county ssith I I() miles (1S5 kilometres) of Ntlanticcoast-line, tsso main mountain ranges and many rivers andlakes, Out of ;t total area of 453.956 acres. 365,000 consistof arable land, 10,150 of ssater surface and 75,720 are morethan 700 feet (215 metres) ahose sea les el.

t'rom %lap S. shossing relief. toss ns, villages and maintransport routes. the county is seen to dis isle geographicallyinto four ./ones (a) tin coastal roni.: ()It the Dartr moun-tain range: (c) the Sliabh (iamb range: (d) the central loss-lands,

1.(.(1C,f 1;I ll RII he land is of aver: ge qual6, and is generally suited tonon - intensive cultis 'on: A minimum of fift!, acres is con-sidered hs ;ii.tricultural experts to constitute aft economi-cally siahle farm in the present economic conditions of theregion, In this respect, Fable 22 indicate!: the etremefragmentation of land. Out of 11,336 farms, less than 15per cent }lase an area larger than tills, acres and over 60 percent have less than Otitis acres. Thus, a total 48,954 farms,or 79 per cent of the total. :ire not considered as economi-c,illy sidble. Furthermore. the small farms are often con-centrated or the poorer land and it is not surprisingtherefore that mans serious social problems ;irise.' Incomeper male ssorking in ;igricultu re is on the average less thanhalf ,1l that in the Dublin region.'

l'nder these corinions, a drift fromagrlcultureisincsitable. particulails since most i,oung people demand a farhigher standard of living than farming can offer, and allied.1..tivities such as fishing or forestry,' do not offer ;ins majorAlt er natises.

I \Kt 21. I loploNment structure for Counts Sligo and Ireland. 1961

Aces

trl 1110 21)0 tied

I 159 25' 57

otal

I 1 336

Map 6 show; the geographic location of the main agri-cultural. industrial and service activities in 1971 and thepopulation density in the county by district electotal divi-siott.

I) INDUS 1 1(1AI I/ I ION

aced ssith this grim economic picture, the government hastried to stimulate industrial development. Thus, in 1952the 'Underdeveloped .Areas Act' enit)led increased grantsand rem1ssioo of taxation to he offered to industrialists, andin 1967 the 'Small Industries Programme' made it possibleto suhsidiee the establishment and modernisation of smallindustries. Along the saute lines, a Urited Nations reportun regioniti development problems recommended it dis-criminatory investment policy favouring this region andsuggested that Sligo To \sn he designated its a 'pole ofgrossth. for the ss hole region.'

Obviously more rapid industrialisation involving heavycapital investment is necessary and more skilled personnelmust he trained,

Apart from the shortcomings mentioned, however.modest progress in industrialisation is being made and the

OA At al /one carhondle roes t.01 ere,' Al] h glacialdrat. some marshes, good pasture andtr onrs ;cal Shalth (iamb tfoadiollsl 1-Ift-cosered carboniferous Ikmestone. goodpastureerrcntrEl lo91 Inds (oser half lhe regron) sarbordleroas limeslone marshes and

good pasture land2 The 4,rrnge age of n)ele farmers ry th years and ane;sisth are on er 11). )1,,If of the

yynmen crgages1 m agrlsultu re are user ht arid outs four pet cent under 4'; C Buchanan, Rognatd: c.rrC,' m heC.1,1 Dahlos. An rorss 1 orhartha IWA p 9

l he H 4,han,In tepoat1st .tares ash reserve 1 4111. 4.91n arcs are produwye theLanded s atue of fish Chg., harbour an 1969 uas /4'1A t e 1 h per cent of allfnh I.1f)ded,n tarsi; pods, rarrploYIrleMeq,r1.-011. f,rt three c,11),,Ine tither-Merl and 21) part timethe bashanan report, op ot

171 and estim,ttcs for 1976

19',1 Stile( omit:, Sligo

grisulture.......

N,Ihe r Percentage

77h 731 36,0,

1 f 150 55 6I 'Rd, State 1 7 1 c.,` 1 1 f

9 964 5241971 _`S_ 26.3

N 400 45 919-6 SI,tfc 211 099 20 s

( Montt Shp) 7 355 41 1

industrs

Number Percentage

Crn.14.CN

Number Percentage Intel

755 S35 24.0 4)4 97' 39.4 1 052 5392 990 14.7 6 013 29.7 211 251

'91733 '7,9 41S 717 41.1 1 065 9S72 977 i5.7 6((73 3(.9 19 915

325 flit))3 'i5)

31)),2n_'

461 MI t6 200

43.129.5

1 071 000i5 3110

355 11,/f) 11 5 49S 090 44 7 1 116 MR4 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 centF ont`tr'Sment in setnNes 9.0uId desreaye hs t 2 pc" sentfull -tame ranemployrnent m Slas was I.On I L11,4 rnrecs and Cm , ( -.huh scenic Ni r cent aercdads into C oust} Shp, to syori.

tittl Si f , %al It. DUNES Stationers Office 19,52 1551 sal in. Dublra. Stationery Ofhce- 1967

unemplosahlc One hundred men and shirt} girls inane

44

The rwleaion of enrolment v 1,r lirt and se,'ond-lerel edvolion, 1975/76

INHABITANTS PER SQUARE MILE

100

30 o

60 -80

40-60

20- 40

0-20

=-7-1

)111( Tourist centre

TOWNS BY NUMBERS EMPLOYED

MANUFAFURING INDUSTRY

0 5 10I miles

I 5110 45

120

tulometres

Ni11" wrd i/o I,'t'r,/ il ir/lhorrrUft:utt491

counts doe5 hue some other advant;iges. Sligo I O\ ii iS tinimportlrit retail disifthuti011 utd Sefk ICC', centre. I ounsru,

deelopment potertM1 throughout I relund. is hcoorn-ing mator source at income tar the %..ounty.' idea ofthe III el of development the k..otinty is given

F Hi I 23i1 I irploInent in inciu5tr tonplo)eesi aid agricultureIporeentLige/h L",achinertt iRa

1,71

c\amin,Ition at the employment trend by sector in Fah1e `,1 6"9 It IS 9 323. 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 4I ( :)1K 74 4ItS 4h) Is 411.1

In 0-1 tuit hi. n;h r ,n the 15s S

Itt,ttit twn 44, en//t Ite at le the (I 69 6N1,ttn.!, H tut! lid tirr,ttie I,4II !cirl. ire h gtIcr the th,tri'he no .!It

(F I 70 2

45

Par! fwc,

I 1 Nth 01 MI N1 SI Rt ( (URI

Fable 21 gives the employ ment structure evolution from1961 to 1971 and the projected structure in 197h. Tkbends rn..0 be observed a gradual decrease of employ invtitin agriculture and a .hark rise of thot in indus11-1. !)e pet-ierttage employed in sers ices has levelled out at about iOper cent during the last decade; the slight drop in employ-ment projected for this sector is due to an expected increasein productivity.

The 1976 projections \sere derived front .1 regional surveyfor 1971 -70, V.110) extrapolated recent national trends andadjusted them for economic development prospects. -1 heyare based on proposals for capital investment of 12,6million, of kl .2 million ssould go tov,ards factor',construction and £1,-1 million on industrial grants.' Thisinvestment would create some 780 new jobs during thisperiod. ;Is indicated in T able

1-vin r 24 Programme of manufacturing job creo,ion ferUounisShgo. 1971- 76

SIIi \tI(

I IsliS

1'4'1 14'1 'I 19'1 '1 14'4 7, 14", r,LIJI

50 so

2i)

21)

too ISO 3505O 511 100

51) 50 50 22021)

Nearly 50 per cent of this investment is allocated to STand the remainder is shared between BM. TC, EK and BS.These data gill be t;iken ;nto account \shell projectingenrolment demand in these catchment areas.

1)emograph:fe trends-the population has fallen steadily from 188,06 in 1841 to50:236 in 1971. -1he Main features of this decline are ruraldepopulation. migration and emigration. Trends by catch-ment area from 1951 to 1960 are silos% n in Table 25.

The causes of this decline are seen to he historical, geo-graphical and economic. In the course of history there waspressure for heasy unnatural westward movement ofPeople of older cultures, causing congested habitation inpoor non-siable farm areas. No industrial revolution WaSeperielleed in this the roust tsestern outpost of Furope. Inmore recent times technical progress, industrialisation,increasing productivity and urbani/ation trends throughoutthe country have caused a movement away from the county.

Comparative rates of population change by census yearfrom 1920 to 1971 for Ireland, County Sligo and Sligo Townarc shoss n in ;\ ppendix I, Table I. The rate of popula-tion decrease for County Sligo has slossed doss n during thelast decade; there sk as a 2 per cent decrease for 1966 .71 asagainst 4.3 per cent for 1901-60. This sliming down iscaused mainly by a decrease in migration front the county.

A. URBAN NET WORKSligo Fossn plays a dominant role in the county, havingnearly one-quarter of the total population of the countyand with almost 58 per cent, i.e. 28,000 people living inthe toss n and a fifteen-mile radius of it. -1V,C) other towns,Tubbercurry and Bally mote, ssith populations of about1,000. and fourteen small villages ssith less than 500 in-habitants form the urban network of the county.; the levelof urbani/ation by catchment area is shown in Table 25.It is important to note that the population in most of thesmall villages has been declining.

R. TRENDS BY CATCHMENT AREATable 25 shims that from 1951 to 1966' all catchmentareas decreased in population, ssith the exception of ST,which has remained relatively stable and even increasedslightly hetsscen 1961 and 1966. Of the eight other catch -meati areas, four decreased in population by over 20 percent, three by over 14 per cent and BS by S per cent.

I Ret,A,11,1,!-Jt plain 147,1 op 012 these figures arc estlinAled on the hams of demographic Mein:, for district

.1,1',1,.ted for each La.,Alr,e111 area

I S1-411 2 .0 (grunts Shin nopuliiion 11, caachment ,1 red. 1951. 1901 .; rid 1966

S iliN4

I('I cI.K05(ikCI.(01

Counts Sligo

State

fiiiiiiil lin,lil I

t 7 '45- .12h

101752 702522114 401

4 3555 5091 45.;

59 972

2 9(d) 593

P,roliiiiir,I )ni

17 195In 256S 5412 43346571 14-33 5754 09)2 714

53 561

2 518 311

1',,n alsh.i,i:i.:

Pa

0 311.421.0913)01.060.451.101.557.01

1.07

11.45

Poralattoni,,,

17 441i 7027 7202 4794 3573 0173 5994 4972 441

51 203

215S4 002

h.rcr.at

34 56500 413

!LI 44512 1o362 .'.)54

Pop luir,.r:ect

.,, rev

50 59.06.9

10.57 f.)

1q1,1 ,,,,

bra

. II 75

1.671.92

(1 .44

1,16

ri:r, (wog,:iiri .,ri

Jur,.

50,910,01502.12

S7

Per, collagenn rag

9.4

59 906.459.!

74.427 005 11.0 0,05 .35,1 40.141 650 N 1, 1.41 5.4 55.557 409 7 S 0.52 7.9 09.025 924 9.4 2.14 5.4 70.2

443 500 11.6 0 50 37.7 52.4

17 024 000 10.9 ,, 0.40 45.0 31.5

I :talc :6 .t411, rule, MR i nhahaart, par 'e rtlfle the rro,,e or ( ,srn Isfit2 1hr 111,11101; roamsumty refers to far niece, with them and farm managersWOLF. Populations by catchment area acre aggregated from VIcIth.t F Itt.tora1 Doaslon 10101 populatIona VA here catchment area hountlartes run through the 010s, the

latter acre iolned to the catchment ere. 11,1,inF the linger portron the 1)I I) of ihanegh sac assigned In fi'af m return rot u'unti figures This ,foes not Maleriallyalma the ',Marc of dolrlhutlan or ,1 the trend of the catchment area change

SOURC F Sena.r tbeviuhtf, of frekva /4/q Vol 1 op tit 01 I. op err

It is notovorthy that the average annual populationpercentage decrease NN.is much less from 1961 to 19h6(annual average lSr0 than trorn 1951 to 1961 (annual av or-age 1,0"1: the rate of decrease 191'1t 71 has also been;timer 114,11) that for f9fil on

( P0111 1 \111)\ SI Rt CIt RI

\n outline of population structure is cis able 26

let l 21, Population stniLitilr i,,r tiotd and 19his

1.,

1961

19hh s(

e, I int:5,1,11,1cl

2.1o1 s

lit is 15 -A

1 h ot 1 oil

00

Of particular signtlic,ince for educational planning pur-poses is the increasing percentage of the 0 19 sic - troop.This is caused mainly by reduced emigration ;into/112st the15 -19 age-group, especial]) for girls: the femalcanaleratio for the 15 19 group increased front ')4 to 96 per centbetsveen 1%1 and 1966.

A dichotomy in structure is evident hew e'en Sligo ToNtinand the rest of the county; for esain 21e, in both 1%1 and1966 the 0- 4 age-group Accounted for 11 per cent of thepopulation in the former, as against 8,S per cent in thelatter. During this period, the 5-14 age- group, in relativeterms. increased to make up over 20 per cent of the popula-tion in Sligo -limn and decreased to helos this percentagein the rest of the county. 1 he population of this large tosvngets younger Mille that of the rural areas gross older.

I he follouing county breakdoun of the 20-44 age-groupthe main marry ing group) for 1966 is indicative of the

underlying sociological problem; :'

1. 11,1,

n06 I mak:

.s7/a.tit'

591 ihn 9 3 -112S ts;

per ct.litt 1%r L:k:r111

5,5 (540 '05.7 i14,fpir Lent I pie,enll

(Iid<,nif

SII

\gain it is likely that the figures for the main urban areasarctatrly normal arid that the ohnormalitv originates in therural ;treas.'

I) N \ i f It \ R1 \SI \ND \11(ik \ lION

lietNveen 196t and 11.4t(' the t2reatcr no,tiber of N01)04,7'611than deaths t ;,"1s0 gave a natural increase for the counts

I he Prole, lion 01 t'tvokerris for firt- (old ecord.leiel eductiti,q1 Icc't,

ot 1,043 i403 male and 640 female): the rate of naturalincrease sloNv ed doss soniev, fiat for 1966 -71 "ith :inabsolute increase of 26S males and 479 females, During the1%1 66 period there \vas a net migration from the count\of 3,341 (1,695 male and 1.6-16 female/ resulting in a lottOpopulation decrease oh' 2,298 292 male and 1,006 (it'll:de),for 1966 71 net migration was 1,774 (707 male ;Ind 1.)67female) \NMI a Cl/IISNLICill county population decrease of1,(127 (439 male and 588 female). Table 27 comparCS S;(1111Cpopulation trends Kith the national figures.

1 he county, Kith loser birth rates and higher death ratesthan the national tiverages for both 1961 -66 and 1966 71,consequently had a lost er natural increase, While thenational average natural increase reltlar d ',Wady atabout I per cent. that for County Sligo dropped front 0.4to 0.29 per cent fur the second quinquennium. lotot Nner,because of reduced net migration front the ccunty, the totalpopulation fall \vas reduced from 4.3 per cent over thefirst half to 2 per cent over the second half of the decade:there \vas a 3 per cent national population increase over thislatter period,

More detailed migration analysis \vas unt.1 necessary.'table 28, a migration table for the county hy quinquennialage-group. vvas prepared (using HIT assumptions) andshovv; that the migration has a relatively insigaiticantover-all effect on first-level age groups, but has a con-siderable effect on the 15-19 group. Migration takes placemainly among the 15 -29 age-group and undoubtedly dif-fers betvveen catchment areas, but is more acute for ruralthan for urban areas.

To estimate potential demand by catchment area morein:cur:tidy. an analysis Ns made of net migration by theschool age - groups 5-9, 10-14 and S-19. 'the results are.0.,\\n in Table 29. A table of migration indices by catch-ment arcs( is given in A ppendits 1, Table 2. It can he seenthat net migration Varies by catchment area, sex and age-group. Ilovv ever, no significant correlation emerges sincemost of the figures in Table may he considered merelyas orders of magnitude deriving, as they do, from tooceni.uses Irish the application of a survival rate per age-group.

liven so, disturbing migration trends for the 15-19 age-group emerge: net migration for the 5---9 and 10 -14 age-groups is not very significant, Male and female migrationfor the 15 -19 age-group is heavy in all catchment areasand 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

there 1.C7, its rn 1, 15 ,dunt,2 `Nce Npper,/, I r 1,. 1or pop51,Hon

Isis f 2' 1",1{0 per tflow,h1L1 popuLktion, 1')hl fq, and 1,0h 71

Giants Shg,,

State

takn, 1ic "h7

1')h 1 no is ..'1966 "1 . (, 1" 1

i,)hl it : - 21 9('Ill "1 3' 2t 4

I 'ga'r, I=r I't -I)t p R T4,/ Psi \ ,,r 1)r -'u

14

1-1 1

I 1

11 2

4 I)

II, 3I;t

mInn,v,1 rotrr12,!,1

12

7 0

42

Porulahon4Fcl

ui

3()

47

Part No

1191k, 28. Count!, Sligo migration trend, 19(0 66

1461

POI l,r1 1461 Populltion 1966

1766 Ft 1

Nel gain or 1019 Pal he 1461 -66

11 I

Deaths from 1461

18)poot

61

No migration1461- 66

61

0 4 ' 486 2 )2I , 2 ..1,Ne, 2 321 241 +1 In 67 5() + 112 r

4 :6(15 3 9 2 574 2 444 If o 6 29 21 r.4 2 66" sS*; 10 14 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 49115 14 ,! 1164 1 111 2o 24

1 254 9 121 i 915 .915' s)6 SIO20 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 l 144 1 04 Is 12 121,1 14 1 'O.' 1 111 95 14 1 440 1 144 . 3 92

45 14 I :2: 1 606, 4o 41 1 462 1 460 14910 59 1,64 h osi 45 (.4 6 457 S 624 547 460

I `9./1 1555 266 267

, 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 646Form 51561 51 261 2 295 761 3 719 3 341

SO1 RI f Population and m,gfelfon (ofruf ,q Ole porfo'arfor or lerturrd 1661,5o1 II ,.11 p 46, 1'696 ol t op of p iVeseS, %of 11 op 611 . p SiDeci6F lollSmuncalJ9I 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 forthe former and the availability of higher-stage educationin the latter, w hich draws pupils front the neighbouringcatchment area (I-.I:). N here there are no higher-stage

facilities. In this context it may be mentioned that theprovision of equal opportunity for higher-stage educationis likely to reduce migration for the 15-19 age-group quitesignificantly in future,

r E 29. Counts Sligo migration effect I' catchment area for school age-groups, 1061- 66

1*) age grp

1161 pop actual

1446 agc grp

1466 sur6164,491116pol9

61

1466 pop actual

N1

Nei csilm migralfor

St 0-5. 9

10 14

B 0- 45- 9

10-14

is 0 4

5- 910 14

1.0 I) 4_

10 14

I-K 0 4

5- 010-14

0- 45 9

111 14

C9R 0 4

5 910 -14

CI. 0- 45- 9

10- I 1

0- 45- 9

10 14

OTAI 0 4

5- 910-14

2

2

2

915958

842

896836804

172 18[2

192 188

226 216

493 4115

4117 518546 527

143 147183 163191 169

256276251

140

144

140

160

176

188

217248294

137

138

135

[51)160

195

196 175

100 175199 176

1411 136161 159205 179

605

667787

2 4382 5852 694

5- 9

10-1415-19

5- 910 -1415-19

5- 9

10 -14

15 -19

5- 910 -1415 -19

5- 910 -1415 -19

5- 9

In 14

15 19

5 9

10_1415- 19

5 -. 9

141-14

15 -19

5 910-1415-19

5 9

10-1415-19

SOURCE. Cracus of i he pop6,106ort of !retod I'jfit, Vol 0. op c

48

905957839

160

8788341903

ISO

927813703

156

912877788

179

f 22

44136

13

4- 34

+ 43

15

101 187 191 172 15

225 215 175 140 50 75

477 404 448 394 29 10

485 516 466 496 19 20544 526 445 407 99 119

141 145 149 152 9 8 7

182 162 184 160 1 2 2

190 169 153 138 37 30

253 214 257 224 4 4 10

275 247 279 239 4 4 8250 293 214 222 36 71

I 3S 135 140 137 + 2 + 2

143 137 134 142 9 5

139 134 118 1146 21 28

158 148 162 146 4 4 2

175 159 177 146 2 13

187 194 162 157 25 37

193 173 I98 168 5 5

189 174 183 165 6 9

197 175 161 117 36 58

139 134 135 132 3 2

160 158 161 155 + 1 3

204 177 163 125 41 52

2 572 2 411 2 572 2 444 + 332 657 2 574 2 588 2 552 69 222 775 2 685 2 294 2 200 451 485

pp 211-211, N95, Vol li. op tit, . pp 222 -223.

the prolecti",ti of enrolmentl lily first - ind veiorki-level edlionion. IV75,'76

1 NII1 I 311 Prk)14.4,1C1.1 p.1,1,11.04011

1.4n;

.(hoof age-groups b,

diu.;cd it

,trva, 1915

N,Itus41,11'.qrow l s,,cde,e1.

f

cfr;strc form

NI I

X,?t gr,p k1 h Nf ii h 11 I

SI 70S 745 , 11 29 11 4 17 175 S61In 14 77a 711 411 t Is SS . s7 1)11) 856IS H '41t 7147 121 13 ss 4 :51 I , if) 719 791

1411 9 144 153 11 1 25 151 177(0 (-I 171 104 13 197 176I Iv tun 1st) 44 60 4 9 13 194) 161

9 405 3.43 25 s 435 4)4)10 14 430 452 I' Ii, . 55

4 53 473 4s9I' 19 4s4 403 Sit 105 55 , 55 18 ,_21 469 434

I( s 1211 12 7 F, 127 12910 14 164 142 _ -,_ 166 14015 19 169 145 33 26 136 122

I K , 9 215 Is2 3 , 9 It) lrl 118 201111 1-4 247 116 , 4 161 219IS 19 is, 151 31 03 113 200 211)

BS .4; 117 115 2 2 IS 117 134VI 44 129 110 s 4 Iti 17 [39 14115 19 124 111 1') 25 17 123 1111

4.112 s 9 134 120 , 4 s 13s 12411' 14 157 139 t 2 I! 159 12815 19 100 171 sn__ 33 144 I3S

( I 164 147 3 4 167 14310 14 170 152 5 s 165 144IS 19 175 154 32 51 143 103

117 114 3 _' 114 112Irl 14 144 13s I I 145 13515 1S1 154 34.. 46 145 110

i()T \ I C ') ' 11-: 21145 2 29 ., i'411 194 2 37S 2 27115 fit 1 3s9 2 254 61 20 . 196 194 2 524 2 42s15 -19 2 4r," 2 1(,4 427 42s , 194, 194 t 39 .57 2 175 2 I17

s4111 %.,,,,,,, ,,,,,,;,,c, or the r,,u1,, of Sc( in nil ii an L ,;',..,, and iis, of tic erica, of th.c planned ph ,r.',1;1Ln ( ',01 <04rt,,Ocd t.vci In.ir Own ....r 1K, people Into( oir.(' Clip,, ea..),t t ,., tz.: 41,1,,e hl,tc.rli, th h.il H 0,.<1,,t it r,-. tiel tld the , ,! I; ,1, ,1,,lc,,f.1 ,-,,LArer he lac .r.,',7. , 9 li) 14 andl< ii

PROP C I ION 01 SC Ii0O1 -101 POPI. 1 \T10\

vhile it 1.40 hetand prate, liii thescliois1-.412e pop ilAion by catelment area for immediateplanning purposes, ne,.ertheless it is necessar to outlinethe frame.ork t iiiiin \\ Inch the total population \\illevolve N11102 tICCI,it)ItS 071101001 It)e;111011 ;ire long-term innature. I his is also riecessar\ as a guideline to the orderingt4 priorities and as a ha,...k.round .igainst Ahich to re% ICV.the inipleinetitat,on of the school map proposals.

t he 0er-a11 populat on appears to be reachingthe declining natural increase is ;.1.raduall berm~ offset b

decrease in net itiivration i here Is 111silt II/ lie a grAdtrilincrease in the relati e proportion ol the school-age p(ipula-tion he....iuse of M1 increased retention rate :Liming the15 I') ,t ;e-group kkith increasing urhanitatioi,1ten(Ien..) to \%,irds 1..nariger population I he drill from.4!riculture must lite\ itabb. continue \shtle emplo meinin industr vvIli inerease 1 the trend in populationre-distribution is likely to continue, herch the rate ,11tirlianiration ccnites, .rich 1s Shp.) T0\1 11 AndIt ervtrims and io t uhhe4L4,,--% 4114.1 Il ill\mole, increasesalon;2...0.1.: the dep,,p.,11.itim. it rural areas. includingthe turiher 4,1111160tion oh tile at the tui dirt 111.!e.,.

A popuIdtiOrt prokction for 1975/7(i forgroups by catchment area is shown in Table 30.

3. Enrolment projections

\II 1 ii, )1) . \N I) \ AII' 1 IONS

Clears. the pattern of eklueational demand depends uponI. tam complex social 111(1 economic fad rs artd results inparticipation !Of enrolment) rates NA hies,. :ts has been seen.

ate, sex. cAt(hrllent ;ire%) and educational Ickel.1 or lung -skein protections it could oh% iously he neces-

sai tticl> to ...stent participation rates are sensitieto all the. 11111or factors. fluiiecer, experience has shosnthat paitieipation rates hake a certain inertia In the short;elm and large i.ilterations cannot be espeited40.111111 a live-

ear period.I or this reason, a standard arbitrar assumption has

been made that enrolment rates \kill rise in both the firstand second levels. Automatic promotion from grades I toVi compolsor) education to age 15 are assumed.Accord rigl, enrolment rates still be li10 per cent for all

Purr 11to

s, lhopila6011 ag,:d Iii t4 in 11171

rirt, .1.1t1,11

SI ,ios.

10.1 169Iv 477I U 141('KC 250

115 13s(IR 15501_ POCI r 13s

Courit Sligo 2 57' 2

1V,,

:s7i,

I

4,14

14s214

1;5145

173

114

411

.11011)1,1111 area

2

601 Nllh

kt

902

105

4 i 5

140

251

137

155

192137

560 2

576179

402144

213135147

172

134

402

19'1

2

Nlihatlustment

1.1

557/65450140

254

129155150137

455

mqrhori

2

010177

3S0

144

207

14(1

115

103

131

193

(owl

1

4

707345

8422154

451

20929.1

349205

565

pupils in the compulsory 1, 14 age-group.' ..1s regardssecond - level ,ii.lruission rates. it \\ as assumed that the pre-sent range \ould tend to Harm\ o\\ Mg to the cpectedincrease in admission rates in all areas, \%.1111 the eceptionof S I I inall enrolments in second -level Car,: 2 to 5 mereprojected on the hasys of promotion rates observed in1070 71. adjusted to reduce the cApected differences in thesupply conditions of the emchitteitt areas.

kVith these assumptions it \\ as possible to project en-rolment in second-level education by catchment area on thebasis of enrol meats hs school and grade in first-loci educa-tion in 19711 71 since. or e \ample. pupils in grade III inI 1 ill become second-s ear pupils in second-level educa-tion in 1975 70. lie drllietalt of distributing the higher-stage pupils .iniong the various subject-groups then re-mained.

It \\,ould hale been desirable to relate this distribution tomatipo er requirements hut. ;1\ has ,ilrcady been stated.this approach \ as impossible 'r bile data on the longer-term prospects of the labour market within the count andthe region are lacking. A lso, \kith the ittire,tsed impact ofthe educational reform. the imbala nce of choice bety cen the\ arum. subject-groups in the higher stage ina tend todi:inrush. I Ii1;111%, even It real progress is made to \N. ardsrat ionali/ati on of the school net \lIrk h\ 1975'70. it is even!Mirk: IlkCI 111,1t tlm titstrtivatottid dt.matILti 1st!( he gtacrnet1111' Oh' t.,INC,111,04,,I I Or these reasons, projecteden white -ts for the higher stage have not been distributedlier\ea.m the various ,a.illject-grotips.

Lit rolinent projections \\ ere made 'if mg the targetsset to the estimated school.age population. I he 4-ear-oldgronp 'vas projected hs catchment from estimates of1971 births. \1/4 ltil :111 ddlli1111c111( for migration.\ nalsis ofparticipation for the I() 14 .ige-group in first-lend educa-tion h\ catchment Area in 19711. fable III enabled enrolmenttorecasts for this level to he made,

13 I \ROI \ I Pk().11( IIONS

1 urger demand for first- And second -level education is risenIn i a1sles 32 .ind 33, and enrolment projections hv catch-ment area in '1 t111 es 34 and 35 respecti \

1 he projections for first- level education nerc calculatedfrom the projected age-group statistic: and the targets. I heforecast '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

511

Inn t 32 I'artieipatictn tar etx (r/crccrilageN) 113, catchment :icedfor iirst-lo.c1 Lige-groups 4 5.

second-level 10 -14, 1975765 0, 10 14 anst for

1101 le,c1

I i P1 14'

Second Icier

Pt 14

S t 19711 7k 53 7 551075 76 55 0 WO 5(1 5))

1i \I 1970 71 49.4 74197576 65,0 II))) 59 41

T(' 1970 71 503) 451975'76 73h1 100 45 S5

1 C 1970:71 43.1 49107576 65 0 100 47 53

I K 19711 71 s-, 3SO

19'5 76 57.0 100 Si) 50

liS 19711 71 77? 051975 7'0 5' 0 100 55 45

(1R 1970 71 56 1) 601975 16 71.5 1011 52 45

(I prit 71 71/ I) 651975 7t1 75 11 Ino 55 45

( r 1 19711 71 35,5 45197570 62,5 100 45 55

( .1unt% 19711 71 56 7 56.6 14.4SiLgn 19757{,

--75 5 j(S1) 51) Si)

1 hrilorhoon large! , lor ,ht.Ament aaan are the el1eren,e betweenthe rc,nt. 4t.res I., SI and that for rd,h Aree1 ere ,ah.uhtict reference to target a,1 4, per cent, art then antd

lo%\ er rate for 10- to 14 ear-olds, \+int..) i.s offet hr a cor-responding rise in the 10 to 14 second -level enrolment rates.0\ er-all. this amounts to a decrease in first-level enrol-ments in the counts from 7,990 in 1970171 to 7.472 in1975.7(r, 1:;itnirhttion of demand he catchment iirea sho\\ s

decreases in S I, liS and CI.. no change in (IR and in-creases in IC. EC, FK and GT. These divergencies +sillhe taken into account \\ hen considering possible rational-isation alternatives.

I he first major point of interest to emerge from thepotential second -level demand is the sere significant dif-ference het \\een "/71 and 3970 in the proportion of higher-stage enrolments II the \ trious catchment areas. The

I rh, cnrhhnera 1-1111 so J. e< L re taken

the Pro)e, 01 enrolments Cr foot- mijl tomil-level education. 1975/76

I NMI .11 I in-ohm:fit tit gr,t,k, II I (hrsi ind Admission itrid tt.lention rite targets tsend

41

le elf, 1975 76

64-ilt11

II III l' ,1

4,1Ts.a,ra and rcletticonlar.gcts1pct,cntqct

2 I 2 4 1 14

SI 451 415 4t)4 31)7 371 10 0.97 0.90 0 S0 0,50101 107 90 N7 I117 NN ( )t 1105 0 95 0 80 0 80IC 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 0.501K SS SI 91 0.1 61 0.95 0.95 0.05 0 SO 0.80135 04 715 62 82 67 0.95 095 0.95 0 SO 0,h0GR 55 52 (55 70 48 0.75 0,95 0,95 0 80 0.1'0CI. 55 1)9 1)7 73 95 0,75 0,95 0.95 0.5o 0.50Ci t 31 35 51 47 36 0.75 0.95 0 95 0 50 0.1)0

( 1111111 Sligo 049 1 024 1 029 1 055 902

1F11 I 11 Poto01,11 detniold bs. crtchnient fried id tge-group for the first lcs 1975 '0

Ort 'h

,t

Nt

VI 14

I ou1Toial0'0 0

S I 255 1 735 409 421) 2 800 3 244II 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 003RS 49 271 70 75 474 57))HR 19 262 53 67 451 457

54 263 S6 73 476 601G 20 11)0 00 45 311 21)0

Count) Slie.o 646 4 410 1 236 I 173 7 472 7 99(1Population 557 4 049 2 524 2 424 10 449 10 449I iirol. rate tperLentagei 75.s RIO 50 72 76

t 5tH I 35. Potenti.d dcinand h eak:ittient area for the second leel. 1975 76i

Year

4

1 oxen

siage

1141111

sup: Ill Iola)

SI 405 415 IhN 319 245 I 265 504 1 832 2179U SI NS 50 53 265 133 401 115

105 1111 110 10 93 331 -.100 53!IC 54 511 41 -iil 143 o4 21)7 197I.K S.4 09 30 73s 105 343 194BS 61. 70 53 61 4)) 11)4 0)1 21)5 1S6HR 41 :17 44 41 ,s 122 63 155 115CI 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,r11. p `, (11,1 tr,r Lic,, Er.: .1

potential detn,ind for the itt\\ a 54,1126: remmi,,,111110tI he Mnires relate exclusixely to (,oiiiit Sh minds ,indshould therefore he increased he some 4i111 to take accountof pupd, trill outside the c.-oont) who are likely to heenrolled as boarders Mer-all, second-level enrolmentshould Int re.t.t.: from all,mt 413)41 FL] pik, hi 19711 71 to Thou)4,550 in 1975 76, tit MCI C,I,C iii 4 5 per eent

I his )%er-all enrolment tro:reitse differ, h) catchmentarea both in nature ;inil in scope. ("int:fitment ilreAsS I .

arid , with well-de% eloped higher-sLige enrolment, \sillnot espenence much 03,trigre. except nk..rhaps lor 1 Iiglitincrease in enrolment rate, for the rele,. ant age-groups.

!low o cr. in other catchment ireis, especially I' K. 13S, G Rand . enrolment in higher-stage education may increasehy two e en three tunes the 1971 figures, Finally. theProJcsitions must he considered within the context of thecurrent seeond-leel educational reform and the policy ofungrading some former junior voctlionol schools,'

In (Monter. 'V and VI. possibilities w ill he examined forthe rationalisation of the first- and second-level school net-works in the Iinht of this projected educational demand.

I 1 ht k h1,0j hr bolh 3 ' r and higher .dagc. and 1111.'

51

V. Proposals for the rationalizationof the first-level school network

11(w. Mg the imalysis and diagnosis of the first -levelschool network K'hapter th and is ith the results of the1976 protections of first -level enrolment (Chapter IV), thepurpose of the present chapter is to C".:ifilitle has the exist-ing school netN ark might he rationalired,

Se\ eral schemes could he considered, some placingemphasis On social fi.ictors, others on economic factors andstill other-. tt, pedagogical factors. Furthermore, rationali/-ing a net \ork mav not imply just the eonsolidation' ofexisting school: (by setting a minimum standard of siteand phasing out the smallest accordingly ), but could ;ilsoim,olve the division of those schools considered too largefrom pedagogical, administrative or economic viesspoints.I lov, t.i Cr. It csris not possible it hi it the scope of this report,in siev of the Int.ians ,o,iulable.' to eoluote the full rangeof possibilities. It ivas Ilt:ie\S:11->, therefore, to favourcertain rationalisation criteria and so :mention iLis con-fined to the consideration of too main schemes:1. R Lit ionah/ittion \ithin the frameia ark of the national

p lies ,hich excliides the one-teocher school.2 It at wall/atom' %kith iliceptimee of the one-teicher

school.

First scheme: rationalizationexcluding the one-teacher school

it he criterai applied for consolidation ,ire essentkilk thosefrom the school net%ork policy adopted in Ireland Lindsurunairi/ed in Chapter II, page 10.

\II 11101)

Rationali/otion is enisaged in t \Yo phases the first deals\kith the rapid consolidation of Cr., Ninon schools in theshort term. and the second outlines proposals for furtherimpio einem of the net ci,ork in the medium term in thelight of the projected educational demand in 1076 for thedifterent catchment areas.

I hese short- and medium-term proposals :ire based on aclassification ttcpologsI of school, under the folio \N mgheading:.

1. Schools with enrolments of less than seventy-live andthose v, ith enrolments over seventy-five.

2. Urban and rural schools.3. 1971 enrolment figures and the percentage change over

the 1966 -71 period.4. Percentage population change for each school area

during the last inter-census period.5. The year each school was built, ext.:tided, renovated or

consolidated.6. Aecommodation by classroom and type of structure

i,pi.irrnanent or pre-fabricated).7. Schools' heating and is:tter supply systems.S. School grounds.In addition, the rate of urban development and the level ofemploy ment in agriculture tas considered for each schooleatehment area and the population trend estimated for eachtoy, n,

detailed analysis of each school of less than seventy-!tie pupils was made. including the examination of thecharacteristics of ncighhimring schools and of possibleproblems emerging front any transport proposals. In thisregard. the geographical location of the schools on a reliefand communications map stis fulls considered. 1 IRIS thepreparation of proposals iaas highly empirical.

stl()R 1-11 \I PROPOS \I S

From this analysis and hy further iterative processes. theconsolidation proposals detailed in Table 36 .sere made.'fable 37 summarises these proposals and NIiip 7 gists thegeographical location of those schools for retention andphasing out, and also of neu schools to he built.

hus. implementation of the consolidation proposalscould involve phasing out fifty -four small schools, ornearly half the present total of 107,

Ohs iousk implementation is possible only v. ith theagreement of the various interested parties and it must hestressed that the proposals in this report are to be con-sidered solely its a reference franinork for possible nego-tiations at the local level concerning an actual consolidationprogramme.

in lh case em c oternet, untied

re,poWl s hrr the rathatalt:ation ,1 the lir,t.itqej rehilnl network

I 1 lb i d , h 1 10 r L h(),, ',11111 under ,eecnti -tier er110111101t 119'1 Ii urea)

SC I ugn3g.,(11 16, ( ,trne ((iR) 33, to Rdtircormdc Ii)

( 44 to 11zolaili 112

Knoeknf red 12 betoken .1t., ;«,/i1( 113( 161 ,Inc! / i 161

KilInuwo,,en 35 bet%ccit arraroe 1 I^(, 1,6 mid . 19)

(P) 1 3, I es nes (Pr 9 to Central (10)

36 to (iii/addaK iiI.i (i it 61, 1)ooca.tle II( I 24 to lltowl,/(.0(.1( 35In,,tileenf 60 to liallin,i,arr,ot

,IrroNN rcqh 25. (1,tfr(g315 30, Knot:1%111 lA 20 to Halll mote (74 Lind 04(

I(' (1oon,(gh 26 to (tell 1o"Ca.tlefoek 45. ticn,tda (III 33. 1)rirnin,t 37 (of NA.h1211 10) to Bc,ralo iG, 74t'arnfra 24. (',Irro,A more 54, \ .honn 66 to Act IL h,Mrl15111oran 13 to Ro, 61

Iuhhereurr (P) 0 lo %t Gilaa,e1 ( etaral fPt, 1).)(,.(ht/e 24 to Bum/H(4/0)(1/\I ( KlIg13,5 47 to eue4tdhar

Slok,Lric 52. Colleens 53 1 o( \Ahich 271 to (1,,rivaa 56

I K 40, (iortn3rnard 15, Culleen, 53 (of which 26) to 1)r,m,ae hillKIlleendt(11 54, I),Aenhe2. 72, I aske. 40 to hers tw,A,et CoaralKilrusheitcr 42 to I orirletcrrace 49Skreen WI 14 to 50, Centr,1111)1

IIS Drom ird 27, 14311 lig 57 to /1301 Park 105Killinaeo %ken (Sll 35 het,0.0:118alloodart. 123 { r 191 and Carrara' (ST) (a 19)I 4,..15.1g.11 1.) 27, Colloone, 32 hetNeen (i,//()((ney (8185 24) Lind CollocrIel

GR

(I

If,' 7,5 (4

\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'

39 to (irwrge 105Mulfightnore 19, (2,0telgal 45 to of 46Drummons 25, 1)err,13han 42 to Balliritrilthk 31113111n.loon 16, killnr.ictrdrinc 35 to i/re,/(,0,0,/ 3o'\iount.to01 15 tot 01. Sr. JAIlle'N' 55 e11 tor tehich 26) to (i..IL:h 54'51(9.1m-1.0,01 I5 (01 khk.h 91, St Jame, V. ell 53 of \hi,h 26 to We voi('oolho51, 29, Knoek,(1,1.,,,t 211 to IsIlierkt,,,tri Isttiloonitteld 26 to ,S'offk

27 to Th//mt((Oter 1211 Sooe51Ro.erstov(.n Pb 29 to \ Collo,aret evil,! (1'). Laek, 11 2' to C,,//,, ,/;(1 ( OS)

( loon1oo 29 to tkilifiehow 'A)5nr.,tghinorc 51 to (i,,rtecn ^s

K111,1,.ille 61 10 Mornnadlot

12:111)

onsolenroiln

()Ls

12.134

113

111

1201119

255

133

164

14476

105

165

179

175

159

142

213

109

134

I Iii915

R6

Its76

145

119106

Schoolsiee

120160

IMi

160

130

130

1331

130

130 13

121) (1

16(1

1601(4)

12016(1

160

160120

1(4i11',0

120 131:) (i

120

120120120

1211

80

16)

160

120120

Teachers

3

4

4

3

3

3

4

4

3

4

4

4

3

4

4

1

3

3

4

4

I Keash titer re,er ama'gima, th ,irrou has egiaa! er:,,Irncr3 ALI?) CalfLdda ,t1 to cited a rile start ro,rd Ho ,C.er 1he or in,,c schoolsin ( 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'gnmal n his sits su pur Is and is 0.c.1 .11 the main rout the area of these 'Ilree s onr or sin.1 rung ,A111 shorti, only

,Jpro,1 one sLh, ol '1 'he te4L. red M17191.1111 site, :1 a mid seem lhar a new ,entral he foc,ued on ihe mars road .lnu to -A :hoary Cream er, cadre where some.cl, re' t is pr es ,.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 areindeed quite radiLal, inkol sLhool elu,inz, ht catch-ment area rangtry from 4)) to (4) per cent. \kith the e5eep-lion or Si. 1 he mator etleet of ,th.h dld,ttlutl kkotildht: to 111irci,e. the \ Cr.ige ,1/t.! of ',Lilo 01, mid 1110re i105c1relate tht211- lii%I.f1h1.1t101) to 0.1,tt i,l the population through-()tit the ount>

( onipir15011 he catL1intent area oh Ilse 3%.01,thlep1,3ces ,ifier eon,oltdation f5t(prIt .tg(tlin.1 the pro,,,ectedenrolment, l'or 191'6 (potential demand( indicates certaindisLrepaneies Ilo%k et er. it should he retnemll red that onthe suppl\ side stan(hird ela,srooins. ht reotilation. hate

fort each. kk [tile the Ina \ intim) number orpupil, recommentlet1 per elas.room remains thirtt -Ilk e.I he correetion ot this apparent imbalance In e aininecl later\k hen additional accomnio(Iation is considered. (see p 6(1).

ONS01 11)A 1 ION IAA I CIS

onsol:(1.11toil retiti(..c, cosh h irtyro ine the pupil. teaeherratios, hilt in,:rca.c, school tran.port and acconin ()dationoo,t,. Fitt:et, on recurrent costs ;ire summari/ed in Table35

:3

Map 7. Rationalized first-level school net-work, 1976

IiirNt-lei,e1 school for tlecloproont

X tfirstlevel satiol for pthisirtst otit

IirtIeeI sehotil tile) to he builtl'rotei,t;int

Count!) 6iigo

I nal

SOO*

200 5001._

i'00

?nen".

150+

1,0 00

0U

:a se

mustrtit=rel

Ma, °an,

Sexcende'r roads

10

a.m. Catchment Weiltana,claref

1{)

5 9 16 20

3. 5

Pc0Itreo;

1' i`o.,sit5le Lonso11,1,Ltion uI ( onti) Sligo f1E+1-lees)

ki 1/41 I( II lilttr )041

1 nrohneni 071 3 24 t14o 3S1 611/ 57)) 457 661 286 7 9th}so .Lhool, 19-1

schools under 5 enrohnenis I I h 5 II) 1(1 15 5 107

11'1711 11 15 10 13 4 7625 ,chools to ph,t,e out S 54No schools I 5 4 h 2

Ci)11,011drittid rs,a11001.,1 edehers (1,t,toorns

120 4 1 '64 160 5 4 17

:00f. 2406 :40 4 4

Pupil plies. 3 2s01 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'mrolment eh Inge i 0'1 "10 354 :110 . 1(0 co 4 Er 185 + 25 518

Pereent,ige entolin,:nt19') -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....00rn1r.dirng rn Krlirera.tr. tor ,.entri!r..11,, at /I rghroro,rd ra41 tr.krrre tee.ond '50r,

veep artr.rp pion taree; t I alirir for vra,dr,cr, .hange e e H 1 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-courit, saools ;old for the consolidated school;. It is seenthat there is practlealll no change in total e\ penditure foreither group. ( ost-,ise. the rationaluation proposal sirup')cause. ,t transfer of the sin mg; front better utili.ration orteachers )11 the consolidated schools (pupil teacher (-altochanges from 24,7 to 29.S) to the pros ision of transport forthose pupils vho:e sehook are phased out.

1ccordingl>, the percentage or total. expenditure .111teachers decreases from ',1-4 per cent to s4 per cent r or

and to 79 per cent sir Consolidated schools, ine.in-\ hile the share enpeudilure on transport Jumpsto I-., :Ind 211 per cent respect icl1, increasing the propor-tron of pupils carried from 1(1.6 to per cent 01 totalct enrol )Merit.

I he aver -,ill unit cost per pupil remains the same forall cousin consolidated schools. IIninescr, the teachercost 1s substatitiall reduced Iron t'.6.1 to E53 per pupil forthe ,:onsolidated whoop; ;Ind it is this sal, Ins a li1J1Crhthh:sthe e penditure l)n transport to he increased signiticantltroll) El to C.13 per pupil.

\ c.oinmod Ilion cosi, due to the consolidation are sum-marved itl i able 19 It is seen th.il the cost or udditltrllal

accommodation attributable to III,: consolidation is£92,50t). i his is an overestimate since some :teeommoda-tion ,tssessed as Iraditionakpc buildings \Nould be pro-

ided (us mill he Seel) Inter) (is fess expensive pre-fabricatedbuildings, and no account has been taken of the value ofclosed sehools.

Iiroir ri

fle,.is of proposed consolidaiLon on accommodationLo.as tin 10'1 prk.'esi

L, )1,7, Sialntlre.ad forro,rlIttarr. r

st

I sec '1141

ar..ormnodorronl

1ddr1rnalar.,orniliodarronairribuirahle coLOn,1,13iion

Suruher Cu Nuruhcr cot

I rad -41 145 o00 21 ' 700 19 70 300Pre-t ;lh 3.2 s0 2011 s 37 000 24 22 200

30T 1t 207 201) 2'; 1) 4 "00 41 111 5%)

--ur) psr room fora frr,rir sy it standard ,tasroorn (IP, lb per .y ft. using.omen loci Sodding le.herquec) ill dutation Data ,Cier.craIpurple room r, lrirg.r. In `OftI}, or,111.0C, repl.t.ernerit ar.,oinirnlatrun ner.c.,ar, because of the age and 1.0[1-

rrf .Lrt 1111 kds and general purpose 1,0;714 required Ihe refried,r,rrul11,11,1 ,stn he elfe.tr.els Irut rodoi.e.1

I !Ice', )he coriro)[1,11tirrti rexuuent Coo., f SierlIng 10'1 prtee.,

s_liorl.( orooll.1

),1"es \0

\ II ,h,`0!,( "I

re3 her

Per

431 4's26s 2,f0

',111 ilt

rir k p' r..er Irre ..ci

Per

r,J

her

let her

Per

pup')

Cirrer .ost

Total

Per

pupil

9(mi 46)) 56: 55

4 227 254 60V S SE.4 57

1Is' 010 67

. 5 I 'IIIr 111 1-n11

Propofii lot di rd)i,,,Hb:atiem whooi (irk

I ¼B1 t 40 Possible Lonsolidation elleo on stairing ind transport

icishers forredcrlos wentStaff

1 erolment 1,sge P I r,.010 proposed ¼,e P 1 r,o:o Trpros addl6or,,11sonsoltd 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) 6S156 4 I 30 I 4 30 I 44125 4 32 0 4 12 0 32114 4 33.5 2'' 4 335 30.9 19 163

101 113 3 25 Is 2 56120 5 20 0 4 3' 0

1 1 55109 4 2.7.2 4 17 1

692:5 9 23 7 23 9 3.. 2 31 9 1 2 2 3 s7 255

15 S4 31 2 26

164 21.5 2" 3 55143 5 1 24.0 5 25 s 1 75'6 3 25.3 21.5 25 3 15.7 3 15 204

I ( los 4 4 27 0 47165 27.5 27.1 5 3311 to 3 1 1 79 126

1K 1719 25.6 2951 90

17; S 25.0 5 251 126

4 22.7 24.7 3 10 1 29? 1 2 42 258liti 159 5 25.4 5 31 5

1 54142 355 35.5 19212 I 30.1 30 3 27lt19 15 5 26.1 4 27.2 311) 3 3 I 9(f 220134 5 265 4 333110 5 22 0 4 27.5 649S 4 1 IQ 3 32 6 .11,1 3 I 67 160

I 11 S 15 4 275 1 5194 4 2o 5 3 313 35

.2s 7 3 2.5 7 3513; 22 5 5 27 o

1 4976 '5, 3 25 3 26

4 24 7 232 4 2(' 15 13 27 253

119 4 I I5 4 21.7 29106 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.htrI 1k.11,1,1 LI trsooit ttmc. 3,4.1.,s, the ,:,it,hrrew .ircA to ,h1,..h p..1p11, x111 hc ut r1,,i,rted I Ui l'gri,csi

IlmAcs,:r, the proposed ration:ill/Mimi, in its totalit,.,must he u5tilicd maiiil> on pedagogical and social grounds

hus. if it is finalls considered that the correction of iii:111CAlst111g ikeakneo,e, through inttlerni/ation improi.einentof transport proision. reduction of' umpahiled teachers ,improi.ement of pupil teacher ratio ,ink.1 the suppl offacilities suitable to the introduction orIlie rjormt.d eurri-eullili justifies the additional cost inioli ed. then thisalternatiie should he ,t(topted..I ,thle -Wand 41 summarisethe effect, of the consolidation proposals.

It is also useful. \slit.'.11 considering iii ardor ot priorities.to classify the schools to he phased out into three groups, i s sho.ss a n the follosk mg sections

I (16 rep I

[his group s.onsists ii those schools sslicre phasing outiould result in ,1 Last reductiuri ,Inch unprosed pedagogicalconditions It \I, Carros ( arrigans. Knockrninn.t.

Clocaugh: (iR, Cants: CI., Mount-tom), St. James'Coolbock. knockal,o,sa. Kilross: Cloonloo.

The group consists of eleven small schools ith Ie.': thanthirty-115e pupils each, in rive catchment areas, V511.0ACpupils isould he transported to sesen larger schools, There, ultant increases in the pupil, teacher ratio: range front 20to 5) per cent, is ith an average for the group of 3(1 per cent.

I his increase in the pupil teacher ratios \ould enablethe unit teacher cost per pupil to be decreased from thepresent £54 to £37.5. -I his wuld mean a total teacher east

ing t3f about £16,501)11 u.s es er. additional 'ransport required for 252 pupils at

£.25 each amounts to increased costs of 4:7,0011.11,0 elei, enadditional classrooms, including general-purpose roomsipre-Iabricated) it a total cost of about £4113510, ssould he

3 I; er,' led Vtd tr ,hcr.IrIrsr,1tel.11rrs

: 1P

57

Pan/ t1ta

1 NH{ I 41 AtALItttorit1e145sr04)tit ttecoturneklatton

61,o1

t19`11

1N

required .0 the smaller ,:ott,o1141,1ted 54:11o()15

15:6,m1.:10%Ing

Year ofconflaruar

Is or 1151,5

1040SI

sdIvr 1,

3(4,11eortv)4(;

clasero,nit

V 11

Y" e or

of [14141.1

1952

acorrnrryu,rad

t),h, a,cer,

1)1,1)411) 15(+ 2 1 /959 2 1 2.5 1920Strandh111 [ _2S 1957 I 1,O 1900C'arraroe 144 1 1952 1 I Ill 1898

fiN1 ( ulf,14.141,4 113 10 54 i),7 1955141,1111-4)4143,:n1 120 1900 4 193111,111m,tearro44

14)11)mote10925:s 1909 5

1 1 0 1955

19531 ( (-.4trr!, [31 19615 1 (I I 1879

lientt41,1 I/54 10541 I.(4 19o..15

\hot-)1(1 141 91;r1 4 ti 1955Ro,.101..1411 7.6 pm2

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 19651 cnipletcrr.to." 91 1162 U.S 2 196V

HS 411;th Nrk /59 1070 ' 1'45314,1111osttre 142 1 1 s

1 595( 212 [0711

I I 1 5 4 194))oltootte, tI1t1 409 1551/ 05 11) I 'XI()

( 1341 )979 1 1

(v 1951( 1111(10' 110 4 1014 1 I.0 4 195)1

91 19451 I 1 0 4 193.4

( 1 1141,4,14,41 111 1595 31 I 0 4 1915

(;cetazh 91 1 1911,1 4 5 1,459

(11e,41111 sic 1950 1 15931.15 1 19:0 1 I I) 4 1925

St +ttcis 7f, 105(1 I.0 1947

iiiihrttogher 145 1147111

III 2 1919

(i1 NI tii1,11:h roc 161.2 17,'00 i)5 196,4; ortcL:r ttr., I SV3 It 188.5

I tit 51 r1 5 40 107

ir nil 0,11 prc 1 .'b1 44 son,41 .v04:4

I lee, n requIre1lic'tcrs tc.1,,hool req u,. rc,1 r

required. AIkrvcirig for the service lire' of this accommoda-tion. the :mnuated capital cost Ii,00ld amount to £4.000.Thus the additional cost resulting rroni the consolidationpropo;ttl, %01041 he £11311111

the net annual sa rugs achieved through con-solidation could he £5.500, per cent of the totalbudget for this group Ill schools. I his is a considerablesating. vthich is further enhanced because it isaccompanied

improsed pedagogical eorkli(ion5. The number of un-qualified teachers emploed would he reduced i'rom tine toone, and teachers %ould hate responsibility for a lesserrange of grades

urthermore. out-dated schools 'thou) Adequate heat-ing .ind \idler suppl facilities %ould he closed and theirpupils might cnios modern here. for instance.tat the tic cots -urge cla:sroorns proposed 4or L'it15111g. 51l dateIron) the nineteenth century si\ others are miter fortssears told

In conclusion, consolidation of this group (A) ill elevensmall schools merits priority attention because tot the costrings arid intro\ ed pedagogical conditions hich

result.

(IrrOip

his group consists of thirtii.-too small Of irtechuni-shedschools in eight catchment areas. 1 here phasing out v. ouldresult in I.:(411:11C.InI costs but improved po.lagogical condi-tions. 51. I ugnagall, Carne, IINI, Kiliimtdie. Doocastk:IC. C,tstleroek, Drintina Carmara, Ciirro more,Nchonr.: I.C. Stokanc. Cultecns: I K, (iort-namara. KilleendufC. ()%44:rvht.' Iltv)415e., Kilrusheiter: 135,1)roniard. 11,. oodliellt Pi. 1 e tie\ (1)). I ubber-ciirrll'i. liallisodareiTt. Kit ersto MN. Skreen(1)). Col-

1 kr. 1 re 1,, 11,1e reit red 1.V11

looney (P); GR, Mullaglunore, Castelgal, Miimums,Derry lahan; CL, Ballindoon.

Although in each case consolidation appears justified bsthe standards and criteria adopted in this study, the factremains that the relative dispersion of the pupils andschools causes the savings in teacher costs idue to betterpupil teacher ratios), to he offset by increases in transportcosts and additional capital expenditure on accommoda-tion.

Pupil teacher ratios would be increased by 15 per centin some cases and as much as 75 per cent in others. with anaverage for the group of some 25 to 30 per cent. Theconsequent teacher cost saving per pupil is about £15, ora total of around £211,500 annually.'

On the other hand, additional transport costs %%amidamount to about £26.000.' The capital costs for newaccommodation, which must also he added. are already.indispensable in several cases, irrespeetive of consolidation,because of the obsolescence of existing premises and facili-ties. However, there are some exceptional eases ssheresehools built during the last decade are also proposed forclosing. On balance and from the most optimistic view-point, the consolidation proposals for this group of schools(13) may he considered as not causing increased costs.

Since the proposals for this group cannot he entirelyjustified by economic considerations, the question remainsas to whether they could he justified from the pedagogicaland social viewpoints.

Firstly, consolidation would enable schools to bemoderniied and have adequate water and heating systemsinstalled: obsolete premises would be phased out It alsoimplies adding multi-purpose classrooms, thus facilitatingthe introduction of the Ileik curriculum in all the consoli-dated schools. FUrtherrnorc, by elimMating one-teacherschools-- hos, ever jUstified these may he in some othercountries -arid replacing them with two or three-teacherschools, the pedagogical conditions would he considerably.improsed. Finally, these consolidation proposals wouldalso provide more equality of educational opportunity forpupils lining in rural areas ss ith very scattered populations

oss ing to their remoteness and consequent travelcosts, have been disadvantaged in the supply ofsecondleveleducation as Sidi. On balance therefore, it seems consolida-tion could he justified on pedagogical :mil iiociai grounds.

iii Group C

his group consists of cies en schools in seven catchmentareas. ("airy. Knoeknarea, Killmiicossen; 13M, Keash,

isancena: TC. I.C. Kilglass; ITS, 1 ackagh, Col -looney : ('I., Bloomfield. GT. Annaghmore

Comments made for group B are also true for group C1/4s ith the pros iso that the consolidation proposals \souk.]unquestionably involve extra costs in this case.

The proposals for this group do not reduce teacher costssince. as is shossn in table 40, the pupil teacher ratiosremain about the same for 1976 as for 1971, and thedecrease in enrolments in certain catchment areas is notcompletely offset by a reduction in teaching staff In addi-tion. transport would he required for osei- 400 additional

causing further expenditure of user .1:10,000 I he

Propo.wic her the rationali:ation at the first-level school neiwrJrk

capital costs for additional accomni,dation must also hetaken into account.

the net result is that the consolidation proposals of thisthird group cannot he justified on cost grounds. It is neces-sary, therefore, to assess whether the expected improve-ment in the quality of education might justify the increasedcosts incurred.' Unfortunately, within the scope of thisanalysis, it is not possible to make this evaluation. The mostthat can he done is to give an over-all assessment of thegeneral coherence of these proposals` for the short ani.:1medium terms in the light of the earlier analysis of both theschool network and the demographic structure.

D. THE SCHOOL NETWORK IN "tHE!MEDIUM TERM

Lacking precise population statistics and sufficiently de-tailed information on the rate of social and economicdevelopment for each catchment area,' it is difficult toestimate enrolment accurately for each school up to 1981.To make decisions on location it is necessary, however, toprepare a rough outline of the development of the schoolnetwork in the medium term.

Such an outline has iiecordingly been drawn up by resort-ing to certain principles of school network policy (whichare open to discussion) and by taking account of thepopulation trends in the various catchment areas.

i. Principles

(a) It is generally agreed that decisions for the long-termlocation of schools should rely mainly on the rate ofpopulation g,rossith in the various school areas, ensuringthat buildings are located in the most dynamic centres.The implicit assumption is that if the school is tobecome, as it should. a community centre for bothyoung and adult generations, then it must he locatedin an active environment and he easily accessible.Accordingly, it is desirable to locate schools in towns,in villages ss it h growth potential, or near to the maincommunication routes.

(c) On this basis, sonic schools in remote and decliningareas, proposed for consolidation in the first phase,would themselves close later in a second phase of con-solidation. A decision would also have to he made onsetting a maximum enrolment limit for the developmentof the remaining schools.

(d) Demographic criteria are used for estimating thegrowth potential of the various areas.

WO 51 ftmpi jots s

I Ire arials sis focused on.(:1) IdentifIL:all0/1 of the school areas with static or declin-

ing p ipulations.

11c 'n; rapd,Lola

mewing further aav, from the e,onom, pttrnum b, What clien! (theret.riJmum'

4 %s nit, he rtmembered (heft are honest on rela,nclator, ,racrnac 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 arelikely to stirs ive the second phase of consolidation.

It emerges front the analysis that two toss ns, Sligo townand Tubhercurry, will continue to gross at the fastest rateand in so doing will influence to a great e'ilent the over -alldevelopment of their catchment areas. Table 25 p. 46) gavedata on the total population change by catchment areafrom 1951 to 1966, on urbanitation and on employment inagriculture.' It nay also he observed from this table andMap 6 (p. 45) that the FC catchment area appears to havereached a stable population. An increase may occur hereowing to the development of tourist actisities and also tothe geographic proximity of the grossing cvital tole ofRallina in the neighbouring county. In brief, ST. TC andEC will probably. improve their population position com-pared to the remaining, C s ch inert areas in the county. Infact, BM, EK. HS. GR. Cl. and GT may experience steadily.decreasing school popuhitions.:

It has also been assumed that any schools located intoss ns, sillages or on major communication routes auto-matically enjoy an advantage and will benefit from thephasing out Of other schools to maintain or even increasetheir enrolments,

NBI t 42. Nlednutt-term trends and nature of accommodation tohe prodded for !,ehoo1, (excluding ST)

I nrolment trendand consilidation

Ir I 14'n

131 Culladda 113 .;0

RunInadden 120 90liallinaearroas 109 79

t1.111.raote 255 201

(B , (1)

IC Curr, 133 152lie nada 164 153

kehonr) 144 161

Koeklield 76 95

VC Quigahar 105 I'sCorhlla 165 182

I K promore West 179 206I .1.1.,.e. 175 202

I empteterrace ,,1 ItsBS High I'ark 159 165

Ilallisodare 142 11S

Colloonc. 212 197

( ollooncy1P1 109 S5

GI( (irange 1..4 102

(idiom, 110 109

Ballintrillick 35 97

( T. High \Nood 11)) 50(icoagh 94 (3I ',learnt Sfy CS

12 In e. na0,.% 11 135 11rS

Scares 76 45

13allintoFher 145 117

(I T (iorteen 119 10'!sl ullagh roe ;116 III9

st I

Nature of fosti phaseconsolidation budding

pre-ahpre-fahpre-fahionporar).

permanentpermanentncxs central

,a3moltemporan,

permanentpermanentternporarnox Jentral

,:hooltemporartemporar,tern porar)tempo rar.mess cilltral

school

pre-fahpre-fahpre-fabpre-fahpre-fahpre-fahpre-fahpre-fahpre-4135

temporar).temporan.

in. Rertilts

In the light of the foregoing assumptions and takingaccount of projected enrolments for 1976, we may txaminethe prospects r,f the smaller schools consolidated in thefirst phase (or short term). This is the purpose of Vigure 4,ss Inch plots the enrolment trend to 1981 in two and three-teacher schools. It is seen that the enrohnerit decrease may

s telt in some of these schools that the minimum sitefigui c as ill no longer he met even by 1976 Guidelines on thenature of accommodation to be provided in the light ofmedium-term trends are given in Table 42 for all catchmentareas. except ST which is discussed separately in a latersection.

Table 42 shows that of the tsventy-eight schools consoli-dated in the first phase, only nine may actually increasetheir enrolments between 1971 and 1976, apart from merelyabsorbing the enrolments of the phased-out schools. Ofthese nine, increased enrolments in three EK schools arelargely due to the higher participation rates of 4- and 5-year-olds, which were rather low in this area. The remaining sixschools are in the IC and EC catchment areas where pros-pects for population growth appear fairly favourable.

By contrast, enrolments in the remaining nineteen con-solidated schools may remain static or decline. As theenrolment sire of consolidated schools in 1976 may varyfrom 45 to over 200. the urgency or priority of the second-phase consolidation cannot as yet he usefully assessed.

II o\ ever, as mentioned earlier, the medium-term pro-spects outlined in 'fable 42 can he useful in reaching deci-sions on the type of accommodation to he provided in thefirst phase of consolidation, i.e, whether constructionshould be permanent, temporary or pre-fab. The tableshows that of all twenty-eight new buildings proposed inthe first-phase of consolidation, seven might he permanent,nine temporary and twelve in light pre-fabricated materials.

I Industrial development in Tubberaurry town has been fairly rapid and existingplans indicate further development iSee Table 24f A tendency for small farmersto become industrat workers. while retaining their farms, may continue ,o themutual benefit of agriculture and industry in this aaishmeni area

2 This estimate is based on 1961-56 trends and it cold well happen that in someareas, perhaps BS. resersed trends could doelop

FIG t:Rf 4. 1(.)prsite) Ertrtdmen, trend to IC8I in (ao- and three-reacher ac

NO Ths below the shaded area only two teachers are iosITficd. the upper limit of theshaded area represents the four-teacher threshold 1stopolating present Ire nds to1976, enrolments at hloslough TC). Hallyweelin(GRIand hlullaghroe In TI wits basedecreased to the point where only two -tea her schools are warranted, by 195t thismay also he the fate of C foghogue (HMI Cloomicool ITC I. Corhalla 11 C1 ft athlee11K1 Ilfgh Park (BSI and Grange (W)

Taking the first three schools Mullaghroe will hest been aonsrlidited withC loonloo 29 and will therefore increase In enrolment, ldoylough and Pailyweelin mustes entually phase out sanse in the long term, a continued dealine seems ineit ableand one-teacher sa hoots are not acceptable Of the second group. consolidation hasbeen soggcsted for Corhaltaf 27 of Colleens{ nigh newn.ird Sallying 57)and Grange lams ZiO, loghogue Cloonaaool and RathIce then remain to beconsol.dated in the medium term

130

100

50

301971

TC Cloonacool130

f Rossk.s Poi It BM Bally mo e

Propoqth for the rolionali:wifin of the first level 'hoof network

BM Ctoqhoguo TC Cu r( y

....

76

100

50

301971

EK Rath lee130

81 71

Muylough

76 81 71 76

EC Dromore West

81 71 76

EC Corbalia

81

. .......

100

50

301971 76

iR Grancif.130

76 81 71 76

BS Colloonc,y M

81 71 76

BS Collooney F

81 71 76

BS High Park

81 71 76 81 71 76

81

8. 71 76 81

1971 76 81 71 76 81 7 76 81 71 76 81

61

l'ort No

I 1111: CASI 01. SLIGO TOWN

At present, Sligo Ton n has sonic 1.L000 inhabitants and tenlirstevel schools of the follms ing enrolments; 583, 534,513, 154, 216, 140, 114, 112. 51 and 49.!

1 hese schools are fairly sell located in relation to theresidential areas of the capital. Hoy% ever, nth expectedexpansion. especially in the ('artron. Maugheraboy andliallytivnan districts, land should he toned and acquiredfor building new schook,

lake all developing tones. Sligo "tosser has taA o majorschool-location problems: the scarcity of land in residentialareas; and the limited expansion possibilities of the schools.most of shich have passed enrolment sites consideredpedagogically desirable.

11'hile the authorities have Het seventy Ik e as the mini-mum, no maximum enrolment site has been fixed for first-le.el schools, 1I on ever, it is desirable that a standardmaximum site he set. 1:xperience in Sligo 'TO one indicatesthat the sixteen-classroom school yyith 560 to (4i) pupilplaces is maximal. A school of this site should have groundssufficientlx large to accommodate playgrounds, recreationclasses and gardens, or he located close to a community.centre ha). ing these facilities.

The three schools in Sligo Tmsn attended by over 500pupils sere not originally concek ed for enrolments of thismagnitude. 1 They are idready overeroyveled, although thegroiAth of the toss n's population must lead to further pres-sure for increased enrolments in them.

The tense is appropriate for all interested parties to con-sider the future school network of Sligo 'Fossil: education-ists, managers. the tone engineer, etc. Unfortunately,\yithin the scope of this study, detailed guidelines for therational development of the netv) ork cannot he given.

Only a general principles can he mentioned Mirchshould underlie the development of an urhan school net-

ork for ;l toss n of this site.(a) An 0\ er-all school-toning and land-purchasing policy

should he articulated \s,1011111.11%.! franc cork of the tornde elopment plan.

Ili) norm for the in:oat:aim school si/c should he set; arnaxintum enrolment site of about 3(X) pupils (eightclassrooms! is suggested, sith provision for some futureextension.

tr..) to encourage the maximum utilization f both schooland community facilities by pupils and the generalpublic alike, the location of schools should he plumedto form part of an educational, cultural ainl sportingcomplex. (First- and second-le).el recreational facilities.classes for adults: community recreational centres. suchs libraries. music iiuditoria, gymnasia, sports grounds:

parks. etc.)Id) Special care should he taken about site access to the

school, and traffic problems must he fully consideredbefore deciding on school locations.

o suninntriN, the problem of the school nehvork for Sligotosn must be studied separately, using techniques whichessentially pertain to tons planning

62

2. Second scheme: rationalizationwith acceptance of theone-teacher school

I his main ration:titration alternative is nol quite so radicalin terms of the extent of consolidation required because itincludes the smaller one-teacher school. But first, smitegeneral comment on attitudes toss ards this tyre of schoolis desirable.

A (iI,N1.1(

There are taw opposing points-a-vios concerning the one-teacher school:!. It is pedagogically and economically inferior to the

larger school and is to he phased out Where possible;7. In the context of scattered rural populations the impor-

tant social and cultural role it may play for the is holecommunity n id the neighbourly community spirit it canengender in its pupils. balance out any inherent peda-gogical or economic inferiority.

The first view sass 01011,11 10 he more suitable for the Irishsituation in an 01:CD studs of the mid-I960s.' Accord-ingly-. the policy being pursued by the Irish authorities isto phase out one-teacher schools and transport the pupil,,to larger and more central establishments.

It is of interest, however, to examine the idea of the one-teacher school a little further for its o \xn sake and to test theeffect its acceptance in the Irish situation might have on theration:dilation of the school map.

The one-teacher school is still found in most countries(though less and less) and its existence hears no relation tothe level of economic or cultural development.' It exists forirdministrative. religious. language and demographicreasons. It can he found in Many countries for similarreasons to those in France, is here each commune is entitledto its oxYn school (though there is a prescribed minimumacceptable enrolment). The desires of local minority reli-gions and language groups. and also the tradition of teach-ing boys and girls in separate establishments, explain \shyit still exists in some cases, 'The principal reason for itseistcnce, however, is to cuter for remote. scattered anddeclining populations.

I. MAIN DVAN I ACiFS ,NNI)1)IS DV \NI Vil.S

'T he main pedagogical ads antages claimed for the one:-teacher school are as follosys:1. The familiar atmosphere and the. proximity to the home

arc beth r for character-building:2. I laving the same teacher throughout first-level educa-

tion car. be helpful:3. Individual cork necessitated among pupils encourages

a certain self-reliance.1A:immure advantage: claimed are that it is less costly. thanthe boarding school. can he less costly than alternative

1 IF., fssr 1, An ,I,ec

In I- Jr ,r1r, 1),JHIn nen, Ur4.c it AC 'I he r,,hOre r Unc 051

Prot,,otits tor the riltionali:ation,,t the tirsttelet c(hoIl rteihtort,

Niit t 41 xitem,,titisi

tit

.

ocnS,hooll for ph,,,Ing 0,111) I r t altoro,t1,.e C? mloonurtd hul not

ne.essArlls 1,1r4

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 it i 24 ( iirroNs more 54Killoron 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 OttenheeGlenCASIsc 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] 45Dvitt»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

611 ,t,:ls,igh

I It,,,,Wcto

11 q.1.11 I'dKillasllle 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;lt ht: the onlymeans of supply ing education for the more remote students.

Contrarisise, pedagogical distidstintages named ;ire.1. Success ck'peirds lilt 1 ht: ttr,::ottii,ttiortal arid teaching skill

01' last one teacher:Success is (i1(0.0.11( to ur Bete l;til the stinultancoitsorgamfation and it:aching \tide range of pupils 01different ;lees anti abilities,

3. r I. betterie,ter leacher is not attracted to the remote4 \t hen the teacher Is iibsent the school doses,5 he eompetitie element is less 2%.ident and the syllabus

JS wort: &flit-tilt to cuter:b. It is more difficult to pros ice a modern curriculum:

he st11,1lier school Is S1111.1011( modern teii eh ing ,lids andusually lacks a library and gt

I fOrll the eCkIli)Illie le \S pOillt the smaller schiiol tent!,to he more COst11,

ICI P1 _ \(I \SI N I PR()I31,1 NIS

I ten tshrn a C.0.101'1,11 derision is reached on ph,ising out oone-leacher sehool..meIit ills closing the huiltlin. poses hie/Irohlcnis It heolflies ,itie.11.1M11.,Us ind tints ck.:omc s,!gt)to a titstrItc,,tr,t1.1rIg L:otiltitunits 1 11,.. s000i role it m is h.hephctl. Ihe emotional .1t1.1J7111','I.t .4 parents .and fhe pro-

I,1ss 01 the List %1,11)1..: s1.2/1

perpetuatton Il OIsi. polyps) h is Li sho,king effect. I heproposal hi ionsolitlate illternotise centre, porliculorh.If' if is or parish bound ides, (teals localpride ind tradition Li [least hltns. Implementation. there-fore. melt careful preparation anti good Lona-

lio Lind 5j i it trinspori ,ire the trio oltermilit esper; tiec,nl,e id distant,: and travel time. transport H1,41

11.0. ;11,:,11) the pr.o.iswtk it the Lcinirol

school BoarkitH2 tor first- level pupils is a final resort andis not recommended,

D. PROPOSALS l'OR RA1 IONA I. IZAT ION

,\ iternAtise rationatiration proriosals are nos,. examined insxhiL.li the idea of the one-teacher school is acceptedI irsibi. It is seen that existing schools is ith itn enrolmentof thirty or loiter and a declining trend, ss ould he ,Aased0111 [11, ease. In 1gable 43 these schools are lis.ed heeotxliment iirea, 1 hi; table also IVCS those other schoolsproposed for phasing Out under the first alternatiselmihi-Inunl '11(01111Cnt SeVentOile) hUl tthich might nor hephased out if the one-teacher school idea \Ncre ::cceptahle.

I hits, -HMO schools must Me\ itahly he phasedout as Ihes cannot become t iable as one-teacher establish-ments. 1 he remaining tsenty-six must then he examinedmore closely for their viability in a one-teacher situation.I his is done by assessing each school's prospects Againstthe background of demographie and enrolment trends. ALiok other factors. such as the age and condition ofaceommodation can Bite guidelines to priorities for boththe one- and tto-teachert1111111111nn school-SVC diter11.1111CS,

Behltc proceeding to exoinine these schools further. itis seen that the phasing-out of the 1eill+.-inine schoolsttilltunder thin rolment does not hose :inyi effect Iltrottl2hconsolidAthitt prospcos of the remaining t4entt

1):tstoris kin these tilts -tire sL:hools, ho\seYer.the influence the des elopment prospects of sonic fourteenother establishments.

mole detailed intOrrnatioii on these twenty -sirschools cif thins to se\ cut %Hi e enroiment is eisCrl in

\prcthir, Fable 7 tp. 107;1 '',.:tmst this hAck,,tround

113

ST L.A(Jnatjaq

70

50

30

ST Cdiry SI" Kilo( kn ;WO E3M l y;,ineen,i

1971 76 8 71 76 81 71 76 81 71 76

70

50

30

3M Kedsh TC Cirrownore TC Achonry TC Casher{ck

81

1971 76 81 71 76 81 71 76 81 71 76

7C

50

30

1971 76 81 71 76

EC Kilglass

81 71 76

EK KTrushe4er

81

81 71

EK Easkey

76 81

1971 76 81 71 76 81 71 76 81 71

Nt)f fie,, the shA,..k.1 trea one hC,Te non viah e the upper brnT of ,he shaded area rep esent, t he ihrcctc,,her threshold

64

76 81

EK Culleens BS Kdlmacooden BS Bal Gfi C .;a1

1971 76

GR Derr y1ahan

70

50

30

81 71

GB Carney

76 81 71 76

CL St James' Well

8 71 76

CL Balherioon

8.

1971 76 81 71 76 81 71 76

GT Kl}av+Ile GT Anriaghcnore

81 71

1971 76 81 71

5 i'nqieert'd enrolment t,, 190 in s, boob. rq fhirfl" to (1'ctof-fiVe (711'011)1CM

76 81

76 81

1 -slit r 44 'short and inciflure terns r.:011sohLi.01011 proposals

I nroirntnt N, of submitN o of ...hookto rh.tioc outin short ttrrn

Nn of schoolsto refrain

in short tern,Projected

enriolmerit lirfo

No of schoolsto phase out

in medium term

No of schoolsto remain

in medium term

ST 3 244 1S 1 17 2 SW 2 15

101 74s 14 5 a 54s 1 S

I C 1 (140 1S 7 i I 1 209 I 101.C. 3s1 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 floT NI.

_'sr,

7 9..X) 1117

I

,1'

4

76

'.11

747'_.

I 3

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 I I 16) ,Ina{/49( s 161

3Voodfield() 1 13, I et (Ica (V) 9 at .\ ( teturaltart mtah 28, Carrigan, 30, K(100..1(01)11.1 29 at

/31///i/note (74 .ind 941Dimeast le 24 at fiwnrwitiof 15I ukshereurr 4109 at \,'0% Cylltraq Ccntrulkilloran 15 at Rockfield 61Benada (Ii 21. 1)rimina 37 al Bentith 4(3) 74Canuarsi 24 at I,11,116 66(losusag11 26 at (rorrsSkriNts (ft) 14 at ataa 6,(10,,,,e1 Central (I')(iorinamara 5 at tirmn,re 1(0/ s913.111;,odare (V) 17, ("olloone (1)1 IS a( .Sci,

otrr,d (PI( 011omss.. 22 Al (',.//oones 85 (1Drormird 77 at //0q/ Park

R SI LUighinori: (9 1 Cirlioni 461)rummons 25 at A 31

("3rits 29 at liranize 11)5( ante!, 12 at RathoJrnuc 40

('1 Mountlossri IS at (ileanii 51Coolhoek 29. }5119tALtiasad 20 at Riscrto40? 56Bloomfield 26, kdross 27 at .Co,I aekagh 27 at Co/b«dicikit erstossn (1') 29 at Vek' (r//i<1 (pitfall (P)Ifigh\sood 30 at Hallinaloon 36

(1 I Cloonloo 29 al Vulldghroc IX)

1 it st 32 schools consolidated

Mai t. 46 I') )et,' of Ow proposed eonsohdation on recurrent eosts (in £ Sterling, 1971 prices)

leasher cost

534ST4a44

Perpupa) Transport

kiondeaLher

Perpuptl

Lost

OcherPar

pupil

Oser,d1coat

TotalPer

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 t 16 550 2 21 106 3

Coitsoild sChan' Is 37 656 15 t 16 550 4 5 21 106 10

1 ',PI I 4' 111d of ahotttCrlit L'A)nsithaidlt011 prtaptal s on shifting, transport and ,ieeomimislation

C ontoldenrolment l a' leathers It') P T ralto 1 4 I

Teachers reqP i t or 1,06

Teachers for redeployment

A loot kArpro, add

rurds Ian r traospAditta class.

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 2s9

1 16.7 22 4 2 29 5 31,4 1 3 24 III1( 3 25 3 3 25 3 15

134 6 22.3 4 33'; 37lit 4 22 5 301) 24

1 3.1 hr 22 2 225 4 332 30 9 2 5 26 102

1K 113 1 1 28.3 75:3 3 1 1s3 25 3 15 15

BS I 09 15 5 4 27.2 3 3

212 6 130 I 30.3 27

112 3 26 4 23 1 33 302 1 3 I 27 144

Col( (S5 3 2(7 2 32.5 1956 IS 7 2 25.11 25

134 765 23.2 4 33.5 11,9 I 3 29 73

( 1. 69 3 23.0 2 34.5 1 Is135 (a 22.5 5 27.0 1 49103 4 1 2(1 h 3 3-3.3

1 5366 3

1 16 5 20.7 33.0 31.1 1 4 2 36 156

('I 119 4 I 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 Irea P I pupal tes,her rainI Hs rcgurabon a itencradpurpost room .111 also he required at each con,ohdated school, making a total of erghtterl for thIS

6f

information the prospects of these schools acre examined\kith the acceptance of the one teacher school. Projectedenrolment to 1951 is shown in Figure 5 on the basis of theenrolment trend 1966 -71 and demographic trends.

Thus three further schools, Carney ,i1-0. Knocknarea(SF) and Drimina (EC) will drop below one-teacher schoolviability in the short term, and I.ugnagall, CidryKeash (BM), Castle rock (TC),Culleens(FK), Bally lig (BS),Derry lahan t(i R) and :1 nnaghmore ((iT) in the mediumterm. The number of schools for phasing out on this Lasisin the short and medium terms is shun n by catchment areain Table 44 and details of the proposals are given in Table45. Thus thirty-t%xo schools might he closed in the shortterm or first phase leaving seventy-six, and then a furthereight in the medium term leaving sixty-eight schools(including the New Collooney Central).

E. CONSO LI DAT ION IT ECTS

I he effects of these consolidations on recurrent costs aresummarized in Table 46 and the main effects on staffing,transport and accommodation in Table 47.

It is seen that better utilization of teachers(pupirteacherratio changes from 22.9 to 30.7 for the consolidatedschools) reduces teacher cost by £37,656, enabling an addi-tional £16,550 to he spent on transport and still decreasing

Propo,alt lor the rotionali:ation of the liot-level schitol netwrirk

overall expenditure by £21,106,For the consolidated schools, teacher cost as a share of

over -all cost drops from 94 to 81 per cent and transport costallocation increases from 5 to 18 per cent.

1 he cmsolidation reduces over-all unit cost per pupilfrom i5S to £55; there is a substantial decrease for theconsolidated schools from £73 to £63.

The provision of some eighteen extra classrooms (includ-ing eight general-purpose rooms) may he attributed to therationalization proposals, involving capital expenditure ofbetween £40,000 and £50J)00, depending on the standard ofbuilding to he provided. Even if this figure is annuated mostconscrvatk ely, it must still be well below the annual re-current saving of over £21,000.

Thus, the second scheme seems more attractive than thefirst on a cost basis and it apparently provides pedagogicaland social improvements.

However, speaking generally for the two schemes pro-posed. the limitations of the criteria applied must be kept inmind. It is very difficult to decide on the break-even pointbetween better utilization of resources and improvedpedagogical and social conditions. Balancing higheraverage pupil/teacher ratios in rural areas against moretravel and better physical facilities for pupils does not takeaccount of all the factors involved in rationalization.

67

VI. Proposals for the rationalizationof the second-level school network

In this chapter, examMation of possible schemes for therationidiration of the second-level school nets% ork is basedon tile Sih and diagnosis (Chapter III). on projectedsecond -lesel enrolment for 1976 {Chapter IV) and on aperspective of economic arid social deselopment in thecolt nt\

It has been observed that the disparities in the qualitativeand quantitative characteristics of the existing educationalsupply affect the demand and result in unequal educationalopportunity betwl!Crl catchment areas. Ibu,s all rational-itation proposals must aim to improve the supply in the lessfavoured catchment areas. Howeser, such proposals mustalso comply with economic and demographic constraints:they must therefore he of a dynamic nature, capable ofallowing for enrolment doselopment on the one hand. andtaking account of the existing school netssork, with itsadvantages and disadvantages, on the other.

he existing network of schools is the outcome of com-plex historical, administrative. religious. social arid cul-tural factors, which exphtins its somewhat irrational pat-teria In effect, it is a dual system of public and pr;schools, lay and religious, with schools viirying in enrol-ment sire and ing educational courses more closelyrelated to past traditions than to the accepted objectives of

modern educational system.For this reason it wils considered preferable, in the first

section, to examine the possibility of providing an idealnetwork, disregarding completely the existing pattern andtaking account only of the characteristics of potentialdemand in 1976. In the second section, this ideal network isadjusted to alloys for the characteristics of the present net-work. This leads on to proposals for the amelioration of thenetwork, the effects of which. particularly in terms of costsand iiccommodtion requirements. are examined in a thirdsection.

1. An ideal supply to meetpotential demand in 1976

Disregarding the present school network, the main variableto be considered in structuring a supply pattern is the pro-jected enrolment for 1976.

fri

Since the :till to provide equality of educational opport-unity is basic to any supply proposal. existing catchmentarea boundaries which impose constraints must then hedisregarded.

It was assumed that all pupils enrolled in first - levelgrades II to VI in 1971 are the potential enrolment forsecond-ley ..21 years I to 5 in 1976.1 Map 8 was drawn on thisbasis and shows the maximum potential second-l'slenrolment in 1976 for both the lower and higher stagesaccording to lirstlevel school location.

1. 1 1 W 1 I R A I IONA1 1/A 1 IONVOSSI1311 I !IFS

'do meet this demand. at least three supply schemes can heproposed ;is follows:I. A network of senior schools of similar site with lower

and higher stages offering a complete set of higher-stagealternatives, i.e. language, s:icrice, business studies,technical and general (social studies) subject groups,'in accordance with official rules arid programmes.

2, A nctss ork of senior schools of similar sire with lowerand higher stages offering a briml,cc of higherstagealternatives, ensuring balance of the alternatives be-ts% een catchment areas.

3. A network of junior schools of similar site with thelower stage only and a balanced distribution, as in base toa smaller number of senior schools of similar site withlower and higher stages offering a range of higher-stagealtern ti VeS.

I Suh,cct to an arhitrats rate of loss1 l doer ler Inch e.l.sh I rensh ( term in Italian. Spanish. I ann. (,reek and

chresstotm e mathem itsc ph)t,cs shermors biology and applted mathemAucs

ttrI,T1.0 ruder a,sountrag somtncrolt orgamtation tam,.,, Cc and hostory ofCO11101111,

Jr. 'I,/ .1, Cne,ncvr,ng ff,h,Nof, dIda ang meth Imo p'hystyand shell-1,1ns apphed phsstss agrIcuhure cconoms and domestic economy.Gem-r,t ttu het, hotons gcograph, art 1111J11, home csonorrossSt least three sompulcors 4uhlects from the group chosen. together Atth two othersuht,ess

',tat Rr. I

t

R0', and pr h,m the I., tet,,mfott Duhltn. StationeryOrhsc pp 11.7 tom rneol

SLITLY 12:11/(1:101)

t. First scheme

The schemes must he compared in the light of the character-istics of the ci,rriculum in order to choose the sine xx hichappears best suited to the enrolment conditions of second-level education in the county,

The range and type of curriculum offered dependsalmost exclusively on the enrolment site of second -levelschools. Thus, there is a minimum site appropriate to eachof the above schemes. Also, the dispersion of pupils in thecounty delimits transport possibilities and thus, in turn,delimits the possible enrolment sites of schools. It is

difficult to define minimum site standards, but the taskmerits suitable research because of its importance indeveloping a rational network. Because of lack of data,some hypothetical cases were examined, with a weeklycurriculum time allocation similar to the national norm toassess the relationship between enrolment site. choice sihigher-stage alternatives and time utilisation rates forspecial classrooms (see Chapter X).

TAM_ E 45. simple example of enrolments for 1-5 subject-group alternatives

lasses for1ST) enrolment

Alter notices and enrolments

4

1st Year 10 o 20 200 160 12') 80 402nd Year 10 8 20 200 160 120 80 403rd Year 10 .8 20 200 160 121) 80 404th Year 5 a 20 10() 80 60 40 205th Year 5 21) 100 50 (1) 40 20

Total enrolments 80) 640 450 320 160

Proposals the rationalization of the net nd-lek't'l cc/loot network

Table 48 indicates the enrolment site required to offerfrom trio to live higher-stage alternatives; Table 49 gives anexample of a curriculum fulfilling the regulations for aschool offering live higher-stage alternatives.

Making the follow ing assumptions then, a ten-streamentry or a total enrolment of some 800 is required to offerthe full range of five higher-stage alternatives and to give anacceptable utilisation of the necessary specialist teachersand aecom modit ion:1. A continuous tive-year course; three years lower andtsso

years higher stage:2. A co-educational higher-stage school, with enrolment

divided equally betkt eel) boys and girls;3. A promotion rate of 100 per cent;.4. A n admission rate of 50 per cent to the higher stage;5. Equal choice of the live alternatives offered;6. Average class site of twenty.

Examination of the potential demand in the variouscatchment areas given in Map 8 shows clearly that thedensity of the school-age population throughout the countyis too low to support schools supplying all fit. e alternatives,except in Sligo Town, And Map 8, it should be noted, in-dicates the maximum possible demand for 1976. It was as-sumed, for the sake of simplicity, that there xvould he equalchoice between the alternatives, whereas in 1971 a largemajority took the language group.' Thus, a network offer-ing a complete range of alternatives would risk consider-able under - utilisation of special classrooms due to the lowlevel of over-all demand and an unbalanced choice ofsubject groups.=

I ran guage and general per cent. science!, per ceni, businesa studies 10 Reri.en, andtechnical /per cent

2 Sol to mention problems of staffing that might arise

TANI- 49. Example of a curriculum giving Ilse alternatises (hours)

Genera!

Loner stage

Boss fiats I ang Science

Higher stage

Bunstudies

Tech General(socialstudies)

Irish 3 4: 3 3

F relish 3 4! 3 3 3

Maths. 3 4! -11 3

Civics 1 1 1

Religious instruction 1

SpecialArt/draiaing 3 4

Woodssork"huilding science 3 4!MetalssorklengineeringScience 9 3

/Tome economics 3 4!Business studies Ii 3 9 1!

Modern languages 2 2 9 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

NOTE it is assumed that arrangements music and other cultural actn,ities are made outs do thu ,urci,ulan, and are offered as an additional alternatie amgarncS et,

ng such act,,IICS as

69

Map 8, Maximum potential second-levelenrolment in 1976 according tofirst-level se'lool location

NO H. Based on :nrolment in first - level grades II-N1 ofschool year 1970[71, i.e. lower stage (potential)upper figure, higher stage(potential) lower figure

70

Cotintp

0;0 4,7

:**4)Yio

Mao toads

Socondal, ioatls

ainsultItzurva H*P"d,S

71

Part

.S'et:O/tittdit'nEe

One is therefore compelled to discard the first scheme asnon-viable and to consider a network of schools offeringless than a cot piete set of:them:tikes. This means examin-ing the impact of the second scheme proposed (i.e. theprovision of two, three or four alternatives) on enrolmentsize.

The normal minimum site of establishment which couldoffer three to our alternatives would be 480 to 640 pupils(See Chapter X). Is such a standard compatible with thegeographic distribution of demand? It is seen from Map 8that it is, since catchment areas could he organized to meetthis minimum-size standard. 'the enrolment characteristicsof such an organitatism arc its follows:

hmon nre, ipprouninteWO enrolment locatInnI C (662) ()NenbegIIS-CI (1531 Colloor.e)

(662)IC (672) lubbercurn,Si GR 2.295) Sligo "Town'

For a school network offering only two alternatives. thenormal minimum-size standard is 320 For such a scheme,educational supply enrolment characteristics by catch-ment area would he as follows:

Catchment area(catchment area en tended up to Cabra)

1: (catchment area from Cabra to Beltra)KS (catchment area from Beim( to RrserstottnlCl. (catchment area from RitierstotAn to count!. boundary)Glt tcatchment area from Drumcliff to counts boundary)MFG! (catchment area unaltered, though combined)

(too co-ordinated units each of 331 in liallsmote) 662IV (identical, but amalgamated catchment area)

(two co-ordinated units each of 336 in I ubbereurrs I 672

E cm'

36737536-1

302301

'rhos, ;nen if a two-alternative higher-stage schoolscheme were adopted. based on the miosim um potentialdemand ligurcs, these schools would still not he iustiliablein the CI., G K and Benada areas. Briefly, this scheme isnot only restrictive in provision, but also hardly geo-graphically feasible.

With regard to Sligo Town, there are two major organ-izational possibilities to meet the demand from 2.295

I. Three large schools each independently providing thefull range of Ike alternatives,

2. Five medium-sized schools sharing the alternatives insuch a was as to provide a certain degree of flexibilityin adapting supply to demand.

iii. Third scheme

The third scheme for a county network seems unattractivefor both pedagogical and economic reasons, since it wouldmerely perpetuate the existing system which has been seento lead to inequalities and disadvantages for pupils in somecatchment areas, especially those where higher-stagecourses are not available and v l'ose schools, despite thebest intentions. tend to become less prestigious. Pupils

72

from catchment areas such as GR, Cl . and GT, which niu:itform lower echelon in this proposal, would certainlyhe disadvantaged by comparison with those from othercatchment areas having senior multiple-alternative schools.Tven if the demographic features of the county were such asto make the scheme acceptable, it would still not he a goodlong-term solution since it would not fulfil the equality ofeducational opportunity objective. Hut the population dis-tribution is such throughout the county that a doubleechelon scheme of lower-stage and full-course schoolswould cause tinn: utilization rates of special classrooms tohe as low as 50 per cent in some cases, and space utilizationrates Would also he low.' Indeed, on the basis of thepresent recommended curriculum and accommodationstandards, it is unlikely that acceptable time and spaceutilization rates for special classrooms would he achievedin schools below 400 in enrolment.

Similarly, the problem of making full use of the skills ofspecialist teachers can he solved only in schools of this site,since sharing these teachers between dispersed schoolscauses further organizational problems.

This argument leads to the suggestion that because ofdemographic. pedagogical, economic and geographicalfactors, catchment areas (other than ST) should he organ-ized to provide a minimum enrolment of some 400 pupilsat one education centre within each area:. This, in effect,means the adoption of the second scheme and would in-volve reorganizing existing catchment areas.

Finally, of the three supply schemes envisaged, only thesecond one appears suited to the actual conditions in thecounty, namely a scheme that will provide a network ofsenior schools each offering front two to five higher-stagealternatives. depending on the catchment area involved.nosy far can these conclusions be adopted and whatchanges in the network of existing schools do they imply?This is examined in the following section.

2. A proposed supply systemtaking account ofthe existing network

A. CRITERIA

1 he proposals have been prepared within the framework ofthe national second-level school network policy, summar-ized in Chapter III, p. 26.

The following criteria were also laid down:I. A more comprehensive curriculum w ill be provided,

blending academic and practical subjects, and offeringa minimum of three higher-stage alternatives at eachschool.

I these Ihcorerocal pr,p,stls apprwrowalels match the soli rCi of gra,Ity of the newcatchment arcas

2 I he small lower stage ,hool l',12 ((rrange ten tnilcs irom Sago Ivan) would thushe phased out so that pupda from this area could ssarl themSeNes of the widerrange of altern atitn offered io Shp, Tour

I Ste C buyer X

2. II will he aimed initially in itchiesing at least 25 per rent'scieClic: and 25 per 0:11t and 'tech.Meal' subject group alternative. for the county..

3. Schools will he located at points which appear to he'poles of gross

4, to phase the rationalization taking account of existingsite accommodation and educational facilities, togetherwith existing possibilities and obstacles arising from theconcrete implementation of the proposals, Nmong otherthings, total daily travel time should not exceed ninetyminutes for any pupil.

5. As far as possible, locate schools as close is possible tothe community centres in tow ns, in order to enablemaximum utilization of school and community facilities,such as classrooms, libraries, play grounds. museum., orother educational, cultural and sporting facilities.

R. till NI' I 11'ORK IN 1971

The main weaknesses of the present network (see Chapterp. 26), May be summarized as follows.

I. Of eleven school. outside Sligo Town, four are too smalleven to offer a single higher-stage alternative, whiletheother seven can hardly provide two. Thus. these elevenschools individually are incapable of development to thestandard set in this study for second-level schools.

2. The accommodation problem is fairly serious. withtemporary or rented accommodation being used byalmost one -fifth of the pupils: half of the science labora-tories, workshops and home economics' rooms areobsolete, and language, library and gymnasium facilitiesare meagre. The problem is particularly serious in thesmall county schools.

3. Generally., there is at present over-emphasis on thelanguage rather than the science and technical subjectgroups.

C. 1 III RA 110N:11.1i i1-ION PROPOSALS

The approach to rationalization proposals is one of com-promise between:1. 1 he 'ideal' scheme for County Sligo conditions, selected

earlier in the chapter to provide a balanced networkoffering three to four higher-stage alternatives.

2. The present network slightly modified to take accountof the increase in educational demand by 1976 and ofassumptions made with regard to the choice of higher-stage alternatives,

The proposals emerge from the confrontation Of Map 3(0. 28). describing the 1971 school network and Map S(p. 70) which gives the 1976 potential demand hy first-levelschool location. This involves a reorganization of catch-ment areas and a centralization of schools, and May heoutlined as follows:

Combina I ion a / LA and EC' eoxhment areas

The maximum potential demand for 1971- is 662 (410 in EKand 252 in FC) compared with an enrolment projection of55(1, the enrolment 'centre of gravity' lies at Ow enheg, arural area; the village nearest this point is Faskey ti KI.

Propmals I'r the rationalinaiem 01 the second-loci school fretwork

IThe location of the school in Faskey could also he justifiedfor the following reasons:I. l he Lk catchment area has the larger potential demand;2. Enniscrone (the only other alternative) is situated close

to Mina (nine miles away), a major town in the neighhouring county;

3. School extension possibilities are excellent at the khkeyschool site, whereas expansion might he problematic inTnniscrone:

4. Location at Faskey might stimulate the development ofthis village.

ii CoMbinaltan at BS and CI. catchment areas

The maximum potential demand for 1976 is 753(351 for OSand 432 for CL), as compared with an enrolment projectionof 557. The enrolment 'centre of gravity' falls close to thetow n of Collooney.

Location of the school at Collooney may also be justifiedfor the following reasons:I. Colloymey is an important industrial tow n with further

industrial development prospects (see Map 6, p. 45).2, Collooney is situated two miles from Ballisodare and

under the stimulus of industrial growth in the former, acombined Collooney-Ballisodare urban area mightdevelop as a growth centre, i.e. a counterbalance toSligo Tow n.

3. The Ballisodare school has a site expansion problem andits classroom accommodation position is also serious.

4. Locating a large central school in Collooney might cur-tail the heavy flow of pupils from the BS-CL. catchmentareas towards ST (in 1971, 117 pupils from 13S-CL atST schools).

iii Ointhination of BM and GT Catchment areas

The maximum potential demand for 1976 is 662 (560 in BMend 202 in (11'), compared to an enrolment projection of527.

It is not necessary to elaborate on the reasons for adopt-ing Ballymote as the location for the school; it mere glanceat the map clearly illustrates that Bally mote should he thecentre.

C'ent rali:at ion in EC

The maximum potential demand for 1976 is 672 (420 inTuhbercurry and 242 in Benada), compared with an enrol-ment projection of 531. The enrolment 'centre of gravity'is at Tubbercurry and the Benada school should also hecentralized here for the following reasons:

. Tubbercurry is a major industrial development centre inthe county, with Curt, isr industrial growth prospects,whereas Benada :arms part of a rural area with a declin-ing population.

2. As Table 50 show s. there is much irrational movementof pupils from Tubhercurry to Benada, a rural schoolfour miles distant from the town.

Finally. land is available for educational development inthe vicinity of the two existing second -level schools inTuhhercurry and there are, accordingly, excellent prospectsfor providing is broad range of alternatives.

73

Part tsco

[ABU; 50. Pupil mosement betsseen IC and Benada. 1971

Benas1.1

tarto C on.I(' Vor tickBM

Other

Benada

I cant higher Lower

SI F Sf F NI I

57 7 15 11

I I

2 3 I

Mf In 19 12

,lariat

4

FIugher

SI I

Ic Voc Sch

tower }hither

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17 2

1 9 5 4

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It

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10 19 12 r 45 i 2

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Tole!

Lower Higher

Si 1 SI

17 5 2 1

57 7 16 II2 3

2 5

3 2 5 I

51 25 21 16

lrwcr Ilughor

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17 II 462 r 133 + 11

12 10 50 12

v. C.(inthination of ST and GI? catchment areas

The maximum potential demand for 1976 is 2,295 (1,994in ST and 301 in GR), compared to an enrolment projec-tion of 2.017.

"[he use schools in Sligo Town could expand to absorbthe pupils from GR and offer a comprehensive and variedrange of alternatives, perhaps along the following lines:I. The Ursuline Girls' School could offer the three higher-

stage alternatives of language, science and general.

2. The Mercy Girls' School could specialize in language,science and business studies,

3. The Summerhill Boys' School could offer language,science, business studies and general (social studies),or technical.

4. The Vocational School (mixed) could provide four alter-natives (language, science, business studies, technical).

S. The Grammar School, a mixed school. could offer twoalternatives.

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

Genera!

I owcrStage I ang

Waller stage

Tech 10111

(1451.roomsrcyJ ',

Classroom

Irish 72 18 6 102 95 GeneralEnglish 72 18 6 102 95 GeneralMaths. 72 18 9 6 105 l 14 95 GeneralCisics 24 4 2 31 95 GeneralReligious instruction 43 4 2 56 95 General

SpecialAr6drassing 72 6 78 3 87 ArtWoodssorly building 36 9 45 2 - 75 WorkshopMetaksork/engin 36 9 45 2 75 WorkshopScience 72 15 6 96 4 80 Laboratory[Ionic economics 36 36 2 60 Home econ. roomBusiness studies 54 54 2 9() Commerce roomModern languages 43 36 6 6 96 3 1002 Language lab.Geog ;history 54 IS 9 81 'X) Geography roomPhysical 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 rooms3 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,. ticNOtt) 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 acceptableSee Chapter A 1p lial) for other dock

74

The proposed rationalized second-level school networkis shown in Map 9.' It may be observed that this networkwould provide the full range of alternatives, balance theirdistribution and gear their availability to increase the im-portance of the science and technical subject-groups, sothat some 25 per cent of pupils could join these groups asagainst less than 10 per cent at present. In Table 51 it isseen that good time and space utilization rates for specialistclassrooms are possible in three-alternative schools,

3. The effects of the proposalsImplementation of the proposals implies three majoreffects, as follows:1. Additional school transport provisiow2. Increased utilization rates for classrooms and equip-

ment, together with increased pupil/teacher ratios;3. Acquisition of land, provision of additional accommo-

dation, renovation of existing buildings and provisionof additional equipment.

The effects on annual recurrent teacher and transport costsare summarized in Table 52;i other effects are shown inTable 53.

Thus an annual saving of some £20,000 may be effectedthrough better utilization of teachers (pupil/teacher ratiochanges from 17,4 to 18.2) reducing the unit teacher costfrom £99 to £94 per pupil; there is relatively little change intransport costs.

It is difficult to assess the additional accommodationwhich might be directly attributable to implementing therationalization proposals, since a costly modernizationelement, which is not easy to apportion, automatically goes

Propasalc fit, the rationalization of the second -level school network

with new buildings, Ilowever, from it comparison of thepresent extension plans of the school authorities with Lkaccommodation required by the consolidation proposals,it would seem that the latter would warrant, at the most,some fifteen additional classrooms over and above theformer plans. Including the purchase of land, a total capitalexpenditure of £120,000 is a reasonable sum to attributedirectly to the implementation of the rationalization pro-posals, especially since the value of abandoned buildingshas not been taken into account.

Even annuating this capital sum conservatively andcomparing it with the £20,000 to be saved annually on re-current costs, the proposed consolidation is viable oneconomic grounds. This being so, the pedagogical andsocial advantages to be gained, such as the modernizationof the reformed curriculum, provision of a wider subject

TABLE 52. Effects of proposed consolidation on someannual recurrent costs' (in f Sterling, 1971 prices)

Teachers Transport

Cost Per pupil Cost Per pupil

1971 396 355 99 4'7 574 12

1976 (proposal) 375 684 94 49 464 12

Change -20 671 +1 890

I. Average annual salary for private school teachers of 11,600 is used

1 The use which might be made of the phased-out schools was not studied but there arepossibilities for use as firstiesel schools, community centres, adult and agriculturaleducation centres.

2 Other recurrent costs are excluded for lack °Hats, but it reasonable to IJILIMC thatthese costs would not increase because of consolidation and in any case teacher andtransport cost, comprise the major proportion of recurrent costs.

TABLE 53. Possible consolidation effect on staffing and transport'

schoo:

ST

Enrolment1971

FiT equiv,teachers

1971

Pi Tratio1971

Enrolmwith

consoled

Teachersreqdwith

consoled.

PITratioafter

consohd.Saving ofteachers

Additionalpupils

fortransport

ST schools 2 079 111.0 18.7 2 194 118.5 18.5 + 19'G R 115 7.7 14.9

BMMercy Cony. 167 9.0 18.6 463 25.4 18.2 5.8 +26'Voc. School 178 12.2 14 5GT 118 10.0 11.8

TCMarist Conv. 235 15.0 15.7 630 34.6 18.2 1.9 50(est)Voc. School 130 9.5 13.8Benada 265 12.0 22.1

EX -ECEC 197 12.5 15.7EK 194 13.6 14.3 391 21.5 18.2 4.6 + 508S-C1,BS 186 7.0 26.6 329 18,1 182 +25'CL 143 10.6 13.5

I. 1971 Egures for comparison2 These pupils will become eligible for free ',hod transport in this arrangement3 Pupil' teacher now at EiSi is a.tually above the norm

75

Map 9. Rationalized second-level schoolnetwork, 1976

hinior centre

Higher-arage ititensidives

;ingiiiiges

Scieuee

Business studies

Teehniettl'(;'), liCneral (social StUdiCS)

Commercial training

Potential ',ilternative

Boarding

School phased otd

P Protestant

7(1

Comp *tipkr'

5, 00

0 :00

,.rr,r,

140 r

060

a a a s-a Moen road*

Sec On dd, V , Odd,

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Coltnn+ent 0,10txx,od,sf 4es

16 20

77

Purr :4),

choice for pupils and the contribution towards eilthilizingeducational opportunity, make the rationalization pro-posals acceptable.

An outline of the present extension plans and how they!night affect the consolidation scheme is given in the fol.lowering sections.

A. FOR FK-EC

The I K and EC authorities have schemes for extendingtheir schools. six classrooms or 150 places in [K. and hveclassrooms and 125 places in EC. In FR, ten acres ofadjacent land was recently acquired to implement this plan,

f plans sere made to provide this additional accommo-dation on the E.K. site, the desired range of higher-stagealternatives could he provided and economies could beachieved. Provision of accommodation should he plannedto allow, for the participation of the EC religious order andfor the proposed new first - level cimItral school at Easkey(see T.thle 37),

B. 1 OR BS-CI

The BS authorities, tk hose school is on a cramped site withlittle scope for extension and a serious accommodationshortage, have not articulated development plans; a nine-Wont extension is probably required, In Cl., however, anine-classroom extension or 225 places is planned.

The cost of acquiring land at Collooney and building anew central school of some 450 places for the combinedBS-C1, catchment areas would probably he less costly thanthe provision of these separate extensions at the other twoschools.

Decisions on the location of this new central schoolshould he made in the light of the proposals for first-levelconsolidation at Collooney (see Table 37), and of the physi-cal and industrial development plans for the town.

78

C. FOR 13M-GT

There are existing plans for the following extensions: liveclassrooms at the Mercy Convent, nine at the 13M Voca-tional School and two at Gorteen school,

Centralizing educational facilities on one site at Bally-mote would probably involve lower costs than proceedingwith separate extensions, The additional accommodationmight he located on the excellent and spacious site separat-ing the two Bally mote schools, thus also overcoming theserious site problem of one of these schools.

D. l'OR TC

In Tubbercurry a new fourteenclassroom school is plannedfor construction on a ten-acre site close to the second schoolin the town, Marist Girls' School. w hose authorities alsohave plans for a three-room extension. Extension plans forBenada have not been articulated.

Cost savings could he achieved by centralizing at Tubhercurry and providing a range of facilities between theMarist Convent and the Vocational School, rather than aseparate extension at Benada.

EOR S F-G R

In Sligo Town, a new school of 550 places (346 enrolmentsin 1971) has just been completed; major extensions havebeen built at Summerhill College, xi, hich now has800 places(684 pupils enrolled) and replacement buildings havebeen started at the Mercy Convent and the GrammarSchool. The Ur.uline Convent has some 500 places for a442 enrolment in 1971.

Accordingly, G R pupils could be accommodated in SligoTown schools without further extension of the existingfacilities.

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ii II II 'AfelY3.1- 7,:r"Vir147"' .;Nf4,11, WI($ MB

1147 ;II 11

SIMInN'111111 ( ,11C1.!C: Wilr),1 olicrmsz 1 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-tion of the school networks for the first and second levels:a) critical analysis of the networks (Chapters II andIII projection of enrolment (Chapter IV):e) improvement of education supply. structures (Chapters

V and VII.It is appropriate to arrange the conclusions reached underthese three headings.

A. ANALYSIS OF TEl NETWORKS

While some of the conclusions which emerge are highlyspecific to the enrolment conditions in County Sligo, mostof them reflect the situation throughout Ireland and indeedin quite a number of countries. These main conclusions are:I. 1 he existence at a national level of regulations governing

the operating standards of schools is no indication of theextent to which these are fulfilled. Out of 107 first -levelschools in the county, seventy-six did not satisfy thenational standards. The network of second-level schoolsalso fell short of fulfilling the regulations made by theauthorities. Over-all, the present structure of bothschool networks is largely responsible for the wide-spread existence of such disadvantageous conditions assub-standard premises. poor maintenance. under-utili-zation of ;accommodation, over-crowding in some in-stances and inefficient staff utilization.

2. If this over-all picture scents dark, it must be men-tioned that there is a range of supply conditions; somepupils have excellent provision, while opportunitiesfor others arc limited. There is a correlation between thegeographical location of a pupil's home and the stan-dard of supply he is likely to have. Thus, the pupil inSligo Town is better off in terms of the standard of ac-commodation. teaching equipment, as ailability of quali-lied teachers and of higher-stage alternatives in thesecond level. than the pupil from a farm twenty -fivemiles to the south-east. Generally. iivailability of schooltransport is not the key factor in the inequalities whichexist, ;Litt-tough renu is a problem in same ease~,An indication of inequalities is that enrolment rates for17-to I S-y ear-olds sarL Iron) 8 per cent (CI .) up to 73 per

cent (Sin. 1 he inequality of the educational supply is thedecisive characteristic of the first- and second - levelschool networks.

3. This inequality: is not at random, but the outcome ofhistorical, economic and social factors. Areas vs hichhave flourished to a certain degree in the past, but whichare today in decline, still have schools more appropriateto past levels of population.

In this respect, the population trend in the variouscatchment areas of the county is the factor most closelyaligned with the inequality of supply. The decline insome areas and growth in others results in under-utiliza-tion of school premises in sonic cases and ever-utiliza-tion in others. For instance, in one school in Tubber-curry there is a space utilization rate of 143 per cent,vhile at the same time 40 per cent of the pupils fromthis tow n commute daily to Benada, a rural school somefour miles out of town. This situation continues whilethe population of &nada is dwindling and that of Tub-bercurry is growing,

4. The structure of the school system. the regulations con-cerning ;ige of entry, the duration of compulsory school-ing and the methods of selection clearly influence theorganization of educational supply and have distinctrepercussions on the school network characteristics.

5. The pattern of religious and historical traditions andtheir effects on the distribution of powers of administra-tion and Management at the local level, w hich, in Manyrespects, is quite reasonable, also make a significantcontribution to the coherency of the school networks.

13. PROJ LCTION OF N ROI. NIENT

1 he following s r ations apply to the effectixe demandfor education:

. The led of total enrolment governs the pattern of thetotal volume of the supply.. In other words, social pres-sure to extend the period of schooling results in thegrowth of the network of schools and, in the short term.often leads to imbalance between the requirements andthe actual ix aiLthility of accommodation; this short-coming can be gradually and effectively changedthrough the school mapping approach.

79

2. It is probable (though not shown in this study) that. inthe medium and long terms, the social demand for Cer-tain types of education influences the supply structureThat is to say, should the pressure of demand lean moretoward-, literary; rather than scientific education, thesupply ss ill come to reflect this demand.However. W hal scents most worths. of note from thisstudy is that, in the short term, it is not the social demand for it particular Is pe of education that appears todetermine the supply; but, on the contrary, it is invariablythe supply; which determines the effective demand, Inother words, the development of the school system de-pends essentially on the structure of the supply and itsinherent characteristics. As the study; of histlevel enrolment rates and second level participation ratesshows, parents and pupils often have no real choice;they follow certain courses in accordance with alter-natives available at their schools. It requires very specialeffort for a pupil to pursue studies of his own choosingwhen, to do so, he must change his home or make longjourney s to the school which suits him, If this conclusionis confirmed. it would lead to some improvement ineducational planning techniques.

With this in mind. the projection of demand up to 1976(Chapter IV) s as confined to quantitatise aspects. Thisalso follows from the conclusion (hat, in the medium term,demand is predetermined by the existing supply.

3,

C, INIPROVFNIIN I OI l III SUPPI.YSTRUCTI4ZI

.1 he proposals for i prosing the school networks weremade with reference to objectives generally implicit orexplicit in any modern education supply policy, namely;I. the provision of equality of educational opportunity:2. the provision of an education suitable to the aptitudes of

pupils.Now. if one accepts the conclusions in the previous sectiont131, it is ohcious that these objectives arc not necessarilyfeasible, either financially or otherwise, or even compatiblewith other conventional objectives adopted for educationalplanning. such as:I the provision of the manpower needs of the economy;2. raising quantitative and qualitative standards;3. the search for economic efficiency;4. taking account of social demands for education.For example. if the priority objective after the period ofcompulsory; schooling were that of meeting manpower re-quirements rather than the provision of equality of educa-tional opportunity, then the inflexibility of the supplywould hinder free ai-cess for pupils to all disciplines.

NI)

Finally, it is appropriate, harking back to one of theaims of this case studs, to ayk whether it is feasible toplpare an adaptable model for school mapping preparalion in the light of the experience of this exercise. In ibisregard. the framework for a 'relations model' is discussedin the nest chapter; whether a useful mathematical modelcan he prepared remains to be seen.

I Iossever, it Can be said, in the light of the experience ofthe study, that the school war per se has a propensity forpractical application its follows:I. To act as an instrument for the implementation of the

educational plan;2 As a means for universal application of national norms

((2e.. minimum school site, etc.) and for planning thegeographical location of schools:

3. As a basis for regional demographic analysis, the sinequa non for precise educational planning:

4. For programming rationalization of the school net-work, in the fields of economic (e.g. optimization),social te.g. introduction of a transport scheme) andpedagogical (e.g. curriculum, teacher reforms).

5. To aid in setting an order of priorities for the provisionof accommodation;

6. To incorporate educational planning in regional, eco-nomic and social development plans, in physical plan-ning and in integrated planning generally;

7. To stimulate regional participation in educational plan-ning (i.e. to decentralito educational planning) and thusaid refinement and implementation.

In conclusion it must he said that this report containsweaknesses usually associated with pilot studies: there isan over-emphasis in some instances due to its didacticpurpose and an under-emphasis in others because of lackof data.

A more thorough cost analysis was desired, Whereby,the real costs of hoarding. canteen service and travel mighthe isolated, but it W as found to be inipossible for lack ofdata, More detailed data on the origin of pupils \N ould haveenabled more illustrative presentation of the rationaliza-tion proposals. Likewise, more profound consideration onthe precision of higher-stage alternatives in the light ofregional development plans and manpower requirementswas curtailed. Time and financial constraints also causedthe assessment of other possible rationalisation schemes,such as satellite school networks, to be excluded.

However, from this lirst pilot study, guidelines emergeWhich will he helpful for other more advanced studies, tis obvious, too, that further study is warranted on the roleand relationship of education in regional development.Further research must also he undertaken on the obstaclesto implementation of educational plans, on the influence ofadministrative control and on the utility of systems ofcommunication.

PART THREE

VIII. Methodology

I. Data and information

NLR \I

The sources of information used in (his study includedreleviint 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, includingevplanatory instructions, \\ ere prepared to elicit relevantdata for each school in County Sligo. 'they \Sere framed toyield information under the folloyving main headings: (a)physical facilities: (h) enrolment trend and age-distribu-tion: (c) school transport: (d) teaching staff: (e) recurrentevpenditure and financing:

The questionnaire on p/u fm /lines, as used for lirst-and second-level schools, is sho \y n in Form I.

1.010.1 1. School quononnlirc ou phy.04:Al fdirllliLs

A GENF P Ai.Name of school DayOvolership ' ; BoardingYear built Extended , Renovated . Girls onlyGrounds (in acres) Boys onlyTotal classrooms ....... . . ....... Co-educationTotal pupil-places1 otal classesTotal 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'? YesiNoReady for use ............. Other land acquisition possible! Yes. No

H Public EnrolmentPrivate 1966/67Catholic 1967/68Protestant 1968/69Non-denom. 1969/ 70

) Other 1970/71

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 ...A0 .0 0 0 0 0 0 . 0 0 .. .. . 0 0

in

Part three

Foi.tm 1 (koniaied)

C TEACHING EQUIPMENTLI 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

AdministrationHeadmaster's roomVice-head's roomSecretaryMedicalOther

Number Uimersions(flI Number Dime nstons (II I

PupilsReception

.... ..... ShopCanteenCloakroom

....... ...Maintenance

Stall Caretaker's roomRest roorn(s1 StorageCloakroom Boiler roomSatutartStaff ..... ...Pupils

vtliicisWater ,S'ewevage LightF.) ,Maros flirted [I Main sewerage ElectricH Well pumped Li Septic tank [3 Other(I Other Cr Latrinet1 Drinking Skater I 3 Other

Shossers {No ..

HeatingCeatral heatingii Oil(1 Solid fuelVireplaces

Coal(7.1 Peat

[71 Otherf OUTDOOR F ACUITIES

Maior games {football pitches. etc.) No. ........ .. Area ,(acs,) Dressing rooms, Lem roomsMinor games ( basket- hall. sol{ey-ball, tennis, etc./ Tarmac sq. ft. Parking space .... ...... sq. ft. Tarmac

Other .... sq. ft. (private) Other1, HU( Diss6 PLANS

laec»,n t.r bu(11Nate)

ReplacementI vtensionNo classroomsPupil-places

Department Of kduat:on DrassIngs and clanssanction to proceed sanctioned

tdate) (date)

Sanstton to seek lenders Fluddtng to start(date) (date)

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

N66 67

1970.71 1.

11 I I I IV SI Total

Secondlesel gr: '.es

Total Totallower higher Grand

Year Set 1st scar :nd ttr 'Ird sr stage atta sr stage Total

1966 67

1970 71

M

Day 8,ard rg 0 8 0 B D H I) f 0 B 0 B b 8

K).

................... .. ...................

Aferhodologv

FORM 3. Age distribution of enrolment

Year born

19671%6

TOTAL

Age

4

5

Pre hrst le,e1 tl III

grades 19,0/71

IV V XI Total

1966,671st year2nd year3rd year4th year5th year1970/71

Second.lesel age.group

12 13 14 IS 16 17 IR Total

For higher-stage second-level enrolments, question-naires were also provided to give data on the subject-groupalternatives 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 wereframed in the light of the regulations governing the schooltransport scheme in Ireland and were similar for first andsecond levels, with the exception that two and three miles

FORM 5. Second-level transport, 1970/71

respectively were taken as the distances beyond whichpupils became eligible for free transport. The headingswere as shown in Form 5.

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

NI

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

Setonil 1cseltr, Second-lesel religiousTotal

Full.t,ree Part-time Full-time Pal-timeequiy

teachers

Masters degree, B Primary degree, C = Teacher-training course. DPedagogical qualification.

FORM 8 Recurrent expenditure. 1970'71 (fY

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

Dept t du. grant

N ear 1'031,, I , apsf u. r I s s ai s Als I I. 1)111 sr Drat

Prti '1

lAplanatory instructions on completing the question-naires referred mainly to the definitionui terms and classitication. I or example. the full-time equisatent of part-timeteachers was calculated by dis iding the annual total of part-time teaching hours by the annual total obligation hours fora full -lilac teacher. adding the number of full-time teaching.staff and making certain .1110lkatIOSS for approved absencesand for day -class teachers' time devoted to apprenticetraining and adult education. Similarly detailed instruc-tions were cis en for the classification of recurrent expendilure. nv additional relevant continent was hOtliked.

Returns and statistics of the Counts Fducation ()nice.ind of the Department of I.ducation also constituted majorsources of supplementary data.

(. Ill 1.1) WORK

Completion of the questionnaires and collection of datawere directed from the County Education Committee of-fices through nine second-level school principals. one foreach catchment area. during a two-week skit to the county.Simultaneously, the sunny director interviewed second-lesel private school principals personally. Inters iews werealso conducted to collect published and unpublished dataand other information on demography, economic andsocial development. physical planning, etc., from county:old regional officers such as the Regional Industrial De-velopment Nlanager, Regional Transport Manager. Re-gional Tourist Officer. County Agricultural Of ricer.County Development Officer. County. Engineer, County!Medical Officer of health, County l mplos merit Officer.County Librarian. Field visits were made to ads se datacollectors and. at the end of the second week. the nineprincipal, delis ere(' completed questionnaires and data ata final checking meeting at the County Iducation Office. 13yarrangement with the National Commission for Unesco,inlet stews vvCre conducted with Department of Educationofficials in Dublin both before and after the field visit.'

2. Approach, criteria and indicatorsA. FRAMEWORK

Preparation of the school neap may he cry.-is.qcd as thegeographic illustration of proposals to provide a certaincif/cat/wit'/ sapph i.e. a network of schools), to satisfyC1.1Cd ebit'cd1 ((MO/ delnaltd (i C. a target-year projectedenrolment). Before calculating this future effective de-mand, which is a key satiable, it is first necessary to makean anal\ sly and diagnosis of the evolution of actual enrol.ments user recent y ears. s,innlarly. . before making pro-posals to cater for future ,:nrolments, it is necessary toanalyse and diagnose the es kting supply netss ork, The

framework within which this exercise is conducted may heoutlined as in Figure 6.=

I lik,11 f IsistingSnalysis and diagnosis effeoisc ethic

demalideducationsupply

Pi-Ors:sled !Wit:etc:LIPerspecti%e and proposals effective edits'

dent and

educationsupply

(ssIn)ol map)

I th 31 ,111111/111011,S1, 11/ )lie rsisrini ntrhr,rk

IL NA TURII OF ANALYSIS

Analysis (mainly quantitative) is historical, comparativeand typological in nature, including cost and financing.analysis in as much detail as available data will allow. Themain focus of the study is on the rational location 01 first. and.kcomd-level schoo/v and only such qualitative factors arcconsidered as are relevant to this aspect, Similarly, analysisof administrative organisation, control and implementa-tion is excluded.

Quantitative trends from 1966 form the main material forfloss analysis, although pertinent trends outside this time-series are also taken into account. Internal comparativeanalysis is by the nine second-level catchment areas in thecounty: the main typological divisions for the comparisonof schools are: large; small; urban/rural: public /private;boa rdingfday-.

CRI II RIA AND INDICATORS

The nature of the educational system and especially its ob-jectives, structure. regulations and the norms pertinent toschool location, constitute the over-all general criteriaagainst which analysis and diagnosis of the network musthe made. the current course structure of the Irish educa-tional system is shown in Table 54.

ti1\811- 54 Present structure of the Irish educational ss stem

Lest) C ategors I ength 'solessn }eel,

First

Second

Kindergarten

(irides 1-11

Toner stage

11 gher stage

drnittance age: 4(iflontar...'ompolsot) school!6 -14 yrs.

3 Admittance age. 111C.Ift, S months:(no selective e,ka Mitl.t-

2 No selective elimina-tion: no targets forsubject choice.

11,c preparation of in sax 31.L1331. Was cs.cptional in O at one of the authors.. hohas orcris ( funts f tiusallors (Offset' and thus ram& ty MO Olt 13:31$Cert. '333able ,111e,1 all the has., data dutnrit 3 hie loos 'seek period for later pre.

of the studs at the III I I spertens.e shoas, 13,1,10,,er, that 1.1.ht3C,CTpos1,le su,h slatLes are haler prepared in the ,untrs I or better still in thereglonl t.on.erne1 .1!,Crt ,Imuous Sulk up and shaking of data and tnfarrnaltonarc 713531'hle e h rc the drafting of the reinsr1 progressesIt ,anni hs of note that tviu,,ni, Nrpiqv and rlirrr nr dent,i interact

Kindergarten sand grades I N I acct -aught in t he same st

level estiiblishments; the full higher-stage course is not atpresent supplied in all seeondevel establishments.

The minimum enrolment site for first-level schools issesents -five and the 240-.100 school ssith one teacher perclass is preferred: the minimum for second level schools is400 (rural) arid 1-;(10 (urban) with a maximum enrolment siteof 1.600,

Detailed indicators for analysis of the existing netssork11t2 IT prepared by school, catchment area or region, isfol

F111'0111101/ analiCi

Ni) Mk/01CW: absolute and percentage growth of enrol-ment for boys and girls osier recent years under the head-ing,: catchment area: nature of school (site, day/board-ing, public:ph% ate): grade; lower/higher stage.

hi How.. admission, promotion, repeater, drop-out andtransfer rates by catchment area: outflow and inflowof pupils in the region

rc) Participation enrolment ratio. second level/ first levelby catchment area: first and second level/total popula-tion: first and second level/active population ( by region).

ill Spat analysis of distance and travel time of claypupils by catchment area; other rates. e.g.. pupil density:pupils carried/total day pupils: bus miles/pupils carried;inter-catchment area travel matrix.

ii. reaching

(a) leachcrs: part time/ full time; full-time equivalent:pupil/ teacher: (and for full-time teachers only male/fe-male: university graduates/training-course teachers:graduates pedagogically trained/total graduates: qualifi-cations by discipline ( arts/science/business studies/technical); turnover rate: average age of teachers.

hr Curriculum: choice of second-level higher-stage alter-natises by male and female pupils, (language /science;'bu aness studies/technical/general).

t Teaching equipment: availability of specified modernaudio- visual teaching aids,

fir Other Nerkiek

her administrative:other staff (per pupil).

01, Equipment: availability of certain modern items ofad rnMistrative and maintenance equipment:

(c) Other: quantitative description of boarding: canteen;\selfare: and other facilities,

maintenance: and

ire Recurrent costc and Intancinkf

cur Cbstc comparative analysis of cost trends over recentyears for such items as teachers, administration, main-tenance. transport and boarding, broken doss n underthe headings of absolute expenditure, relative (percent-age) cost, and unit cost per pupil: and comparativeanalysis of the trends of the main factors influencing unitcosts, such as aserage salary per teacher. pupihaeacherratio. and the percentage of trained teachers.

ileabodoleno..

ht hm/icing: comparative analysis of ab ,olute, rehatiseand unit of financing trends over recent sears under theheadings: public financing (government, loeal authority.):private financing (fees. other).

r. Physical

(01 ENternal 1o:dales. grounds: tarmac playground; gamesarea per pupil:

(h1 Internal fitcilitier: comparative analysis of the teachingaccommodation available (general, special and otherclassrooms, pupil- places and condition), non-teachingaccommodation (administration, maintenance. storage,etc.), mechanical services (water, sewerage, heating andlighting. etc.), teaching area and over-all area per pupil,Ofti:otion: comparative analysis of time and space

utilisation rates.Frill -time course utili:arion of classrooms

lime titili:at ion rate (ruk): total \seek!y hours forwhich classrooms are actually used by classes as apercentage of total weekly hours for which class-rooms are available (from full-time courses dailyopening to closing).Space utili:ation rate (suR): total weekly pupil-place hours actually used by pupils as a percentageof total weekly pupil-place hours available.

Over-all utili:ation of internal and external facilitiesComparative analysis of over-all weekly time andspace "ration by both the pupils and the com-munity large. i.e. actual over-all weekly hoursof use as a percentage of the possible time utilizationand the rate of occupation for the week.

Capital costs and .financing

al Ci,.sts: area and cost norms for buildings (i.e. mini-mum-maximum of teaching, circulation and ancillaryarea per pupil in square metres and minimum-maximumcosts per square metre): other quantitative norms forschool buildings.

Financing: capital financing regulations.

3. Analysis of existingschool networks

A. GENERA I.

Data acrd information for the Coil nty Sligo school networks%Nett: collated. classified and analysed comparatively in ac-cordance with the approach. criteria and indicators given inthe previous section.

On maps for first and second levels shossing physical re-lief. main ((mils and communication routes, the geo-graphical location and site of each school in 197) ssasgivenby a simple system of symbols; maps to the scale of one-quarter inch to one mile \sere found convenient.'

Analytical comparison \\ as made separately for the twole \ els by the nine second-level catchment areas already de-

t Scar ,retqukticr le ,h to the mIle ix ,10,e to I .!551e0e), i c I ,m 2 5 km or251 les 1 mile

85

Part three

fined by regulation for the county. Analysis and diagnosiswere made under the main headings: enrolment, transport,teaching staff, curriculum, physical facilities and costs andfinancing. Specific methodological points will now be madein turn for each of these headings.

13, ENROLMENT

Since catchment areas do not coincide with any censusunits, it was necessary to describe the regulation boundarieson a map having the most detailed census areas, i.e. eighty-two district electoral divisions for the county, and to makepopulation apportionments accordingly along the catch-ment area boundary lines. Fairly accurate populationfigures by age-group were then available for comparativehistorical, //oiv, participation and spatial analysis of enrol-ments.

In addition to the usual admission and promotion rates,pre-compulsory kindergarten participation for 4- and 5-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.

Real participation rates were conveniently calculated forthe first level since pupils normally attend the closestschool. For the second level these rates must be 'apparent'because of quite significant inter-catchment area move-ment; the extent of this movement was assessed later.

C. TRANSPORT

Spatial analysis of the origin of all pupils and of thoseserved by school transport was made by catchment area forthe first level and by school for the second level. A map wasmade to illustrate pupil origin and the main travel trends ofsecond-level pupils in the county, A matrix table givingdetailed inter-catchment area movement was also used andthe causes of this movement were discussed.

I) fI AC II I NG S I F

The level of qualific;.: ;cachers emplard andtheir utilization ss as analysed comparatively, by school sizeand catchment area for the first level, and by school for thesecond

E. CURRICULUM

The availability of modern audio-visual aids was examinedcomparatively and the choice of second-level higher-stagealternatives by boy s and girls was analysed.

F. PHYSICAL FACILITIES

The standard and utilization of existing internal and ex-ternal facilities was analysed comparatively (also theirage, condition, nature and whether accommodation istraditional built, pre-fabricated, owned or rented). This wasdone by application of the criteria given in the previoussection. It was found desirable to distinguish between thetime utili:arion rate and the space utilisation rare sincethere may be a high FUR simultaneously w ith a low SUR be-cause of small classes. Only general and special classrooms

86

were taken into consideration in this calculation; 'other'accommodation such as a library, gymnasium, etc., wasexcluded.

An assessment of building-in-progress and plans forfurther building was also made.

G. COSTS AND FINANCING

Recurrent cost and financing analysis was necessarilylimited by the non-availability at private schools of the re-quested data, especially boarding and canteen costs. Re-turns for public schools and supplementary data providedby the Department of Education enabled a crude cost andfinancing analysis to be made.

Analysis was made by purpose and source for absolute,relative and unit cost and financing respectively, in ac-cordance with the indicators given in the previous section,Comparison was also made between costs and financing insecond-level public urban and rural schools.

4. Enrolment forecast to 1976

A. ECONOMIC AND SOCIAL. DEVELOPMENT

The enrolment forecast to 1976 is of interest within the con-text of decision-making on the rational location offirst- and.second-level schools. But decisions on school location mustbe made in the light of likely regional development farbeyond the 1976 time horizon, Thus, before making theenrolment forecast, it was necessary to examine the long-term development perspective for the county, especiallythe economic and social development prospects and demo-graphic evolution, which are, of course, cortelated.

Assessment was made of the economic and social struc-ture of the county and the evolution of employment inagriculture, industry and services, as envisaged in the de-velopment plan for the region.' Relief maps were preparedshowing towns and communications, and the agriculturaland industrial activities in 1971. Development prospects,sin.:e they midst influence educational demand in thevarious catchment areas, were examined, mainly throughrecent trends in the employment structure, the likely ex-tent of the continued drift from agriculture, urbanizationrates and projected industrial development plans.

B. DEMOGRAPHIC ANALYSIS ANDPROJECTION

Detailed demographic analysis by catchment area wasmade, including migration analysis.' A catchment areamigration index was prepared for the school-going quin-quennial age-groups 0-4, 5-9, 10-14 and 15-19. Popula-tions for these age-groups in 1961 (male and female),compared with hypothetical populations for them in 1966(0-4 of 1961 becomes 5-9 of 1966), and the actual censusfigures, give the net migration over the period for these age-groups.

A population projection to 1976 for the age-groups 5-9,

1 Regional illd14,frialp1,2nt. 15'3 -" Llt2 Stace the 101 Census ,formation '.as not }et asulahle. the must recent census

fisurei were used

10-14, and 15-19 \sits made by catchment area and ad-justed: for migration in accordance with the index; foreconomic and social development in accordance with theregional plan; and for the educational reform effect. It wasassumed that half of the additional manufacturing jobs tohe created would go to migrants into County Sligo whomight have on average three school-going children spreadequally between the threequinquennial age-groups. Adjust-ments for educational reform included: growth in pre-tirst-level enrolments; the raising of the school leaving age to ISin 1972; automatic promotion and increased participationin the higher stage of second level, because of increasededucational opportunity for pupils who would otherwisemigrate.

C. ENROLMENT WRFC AST

i First /eye/

Feasible participation targets for 4-year-olds for 1976 wereset by catchment area with r,:ference to the position in 1971and using ST (the best developed catchment area) asguideline. A participation rate of 100 per cent was taken fOrthe 5-9 age-group for all catchment areas, while feasibletargets for the 10-14 age-group were set taking account ofthe base-year participate m and of the continued decrease offirst-level enrolments from this group because of earlierentry to the second level.'

Four-year-olds in 976 were estimated from 1971 birthsby catchment area; the 0-4 age-group of 1971 with adjust-ments for survival and migration becomes the 5-9 age-group for 1976; and similarly the 5-9 of 1971 becomes the10-14 of 1976. By applying the targets set to the populationprojection, the enrolment forecast by catchment area for1976 was calculated.if. Second level

The best forecast of 1976 second-level enrolment is basedon existing first-level enrolments and on the targets set foradmission and promotion rates. Thus, first-level grade 11of 1971 gives the potential enrolment to he admitted as thefirst year in second level 1976, etc. In setting target; foradmission and promotion rates, allowance was maths forsurvival, migration, economic development, social change,educational reforms and net inflow-outflow of pupils acrosscounty boundary lines.

By applying target admission and promotion rates totirst-level grades II, 111, IV, V and VI of 1971 by catchmentarea, and by making the above allowances, a second-levelenrolment forecast for 1st, 2nd, 3rd, 4th and 5th years wasmade for 1976.

5. Proposals forfirst-level rationalization

A. CRIff RIA

Two alternative rationalization schemes were proposedand assessed: one within the present policy with the two-teacher school (or minimum enrolment of seventy-five) asthe minimum site of establishment, and the other with

Methodology

acceptance of the one-teacher school. The location ofschools at 'growth points' in towns, villages or on maineommumcation routes was the main guideline, This corn.plies with the concept of concentration, whereby the schoolforms a part of the social services provided at certaincentres and also plays a more active community role.

13. ASSESSMENT OF TRENDS

Proposals then hinged largely on an assessment of thedevelopment prospects of schools at the minimum andmaximum margins and the identification of growth pointsfor location. Accordingly, schools just below and just abovethe minimum and maximum site norms (for both schemes)were exam:ned individually to assess their developmentprospects. The follow ing interrelated criteria were usedin this assessment: enrolment trend and participation inrecent years; catchment area radius; pupil populationdensity; proximity of neighbouring schools; demographictrends in the area; urbanization rate in thearea; agriculturalemployment ratio.

Projected enrolments for these schools were ''*-o shownon graphs. Results from this assessment gaVe indicationsfor plotting the rationalized school network as follows:

Schools at the minimum size margin

(a) Not viable in short or medium term: phase out;(b) Viable in short term but not in medium term: temporary

provision:(c) Viable in short and medium term more permanent

provision:(d) Cluster of small schools not viable in short or medium

term: new central school.

ii. Schools at the maximum size margin

(a) Static: no change;(b) Declining: probably no immediate change;(c) Growing: decision to be made on 'hiving off' or to open

a new school.It was obvious, in this instance, that rationalization mustbe a two-phase operation. Many small schools are due forclosing in the short term and yet, because of demographictrends, many others must also close in the medium term.Thus it was important to look at the medium-term picturesince this has a hearing on the nature and cost of additionalaccommodation (permanent or temporary) to he providedin the short term, and also because the second-phase con-solidation might more effectively align the school networkwith other physical planning arrangements throughoutthe county.

C. El' FECT ON COSTS

Front the economic viewpoint, implementation of the pro-posals mainly affects the utilization of teachers, and theprovision of accommodation and transport for pupilswhose schools art closed. A cost analysis was made to

I An clement ror handeamed ,htlJrcn who would attend special schools was incorperate4 in the participation targets. the likely partt,pation rate for she 5-9 age.group a al 10 One to 100 that lot conenience.1511tgure was taken

87

Part three

indicate the change in absolute. relative and unit costsattribufithle to the implementation of the proposals. theannuated Capital cost for additional iiecommodation wasmeasured against the :Humid recurrent cost sasing due torationahiation in order to indicate the net effect on costs.The value of closed schools oats not liken into account inthe cost analysis. Schools for consolidation in the firstscheme were then classified into three groups, as follows:(a) reduced unit costs with improved pedagogical con-

ditions;(hl equivalent unit costs with improved pedagogical con-

ditions:(c) increased unit costs with improved pedagogical con-

ditions.

D. RATION 1.1/1 D MAP

T he selected scheme wits illustrated on a relief and COM-indieating the schools for closing and the

centres to which their pupils might go. schools for temporaryor permanent development, and new central schools to hebuilt,

6. Proposals forsecond-level rationalization

A. APPROACH

The existing network YaS, at first, completely disregardedand a map prepared to locate geographically the in axim11111potential lower- and higher-stage enrolment for 1976 (i.e.,grades II, ill. IV, V, VI in 1971). The supply alternativesfor this potential demand were examined:(a) to provide the full range of five subject-groups;Ih) to provide a lesser but reasonable range (three or four

subject-groups):el to provide a two-tier sy stem ofjunior and seniorschools,

Only alternative (h) was found to he realistic for CountySligo because of the pupil population density.

88

On the map of maximum potential demand, taking intoconsideration the site of school necessary to provide threeor four alternatives and the geography of the area, catch-ment areas were outlined and the 'centres of gravity' of thepotential (imam] indicated. the next step was to confrontthe existing network with this theoretical organisation.

U. PROPOSAL FOR RATIONALIZATION

A rational compromise between this theoretical networkand the present network 11.:'s reached by following the pre-sent policies on school site and the provision of alternatives,and taking into account existing, locations. accommodationfacilities and obstacles. The concepts of concentration,community utilization and alignment with over-all eco-nomic, social and physical planning were considered inlocation decisions. Where theoretical locations meant thatthe enrolment 'centre of gravity' fell in rural areas, loca-tions were shifted to the near:st 'growth points'.

The rational .iu.on proposal was then illustrated on arelief and communications map indicating the schools forclosing and the centres to which their pupils might go, newschools for development and the subject-alternative avail-ability at all schools in the new network.

C. FL(.. I ON COSTS

A cost analysis was initde show ing the absolute, relativeand unit cost effects of the implementation on annual re-current costs. From an assessment of present buildingplans, and additional accommodation which must he pro-vided in any case, the capital cost directly attributable toimplementation of the rationalitation proposals was iso-lated. This capital cost was an nuated and measured againstthe annual savings in recurrent cost to indicate the net effectof implementation.

The use of closed schools was not taken into account inthis assessment, although it was expected that these mighthe helpful in first-level rationalization, for adult educationor even for industrial development purposes.

IX. Parameters in school mapping

I. Introduction"the function of the school map is, in simple terms, to help toanswer the follou ing questions fora rictia ark of schools:host many: sshere: sshat kind: iind at shat cost? These arequantitative questions implying that precise quantitatisereplies are expected. 'Whether a useful mathematical modelis feasible to yield such data remains to he seen. lloSs ever,the relationships betueen the different variables involvedare sufficiently quantiliable to citable going further thanthe preparation of a conception model, sv here the variablesand components are no more than simply isolated. In thischapter. therefore, a 'relations model' is used \thereby- theparameters .tre not only collated on the basis of theirfunctional relationships, but these relationships themselvesare fairly closely delimited, if not quite mathematicallydefined.

2. Educational ob)ectives andpolicies

Even such generalised educational objectives as the follow-ing have an overriding influence on the level of enrolmentand the nature of the supply netsv ark of schools:(a) equality of educational opportunity:(b) education in accordance with aptitudes:(c) improved quantitatise and qualitative standards:(d) improved economic efficiency(e) taking account of social demand and the manpouer

needs of the economy.An influence on enrolment is exercised mainly by regula-tion and stimulation such as the folkisking:(a) pre-compulsory admittance and the provision of pre-

compulsory facilities:(h) a compulsory schooling period:(c) provision of facilities for handicapped pupils:(d) post- compulsory regulations on the schooling period.

organisation and facilities, e.g. school transport,educational guidance and various subsidised schemes.

On the supply side, and depending on the extent of state

intervention. the %.1, hole development of the netts ark ofschools is determined by the setting and implementingof norms and standards: an influence on implementation ismainly exercised through financial control.

3. Enrolment parametersThe two main variables in projecting enrolments aredemographic trends. and participation rates. In examiningthese variables, it is better to deal separately' with the firstand second levels.

A. FIRST LEVEL

Educational demand is estimated through the applicationof target participation rates to the projected population forpre-compulsory and compulsory age-groups in the finalyear of the plan. Targets for participation rates are re-alistically set in the light of base-year rates disclosed byanalysis. This demand is adjusted to take account of migra-tion indicated by a separate analysis. The estimated enrol-ment is distributed betsseen first- and second-level schoolsand schools for handicapped children, as shown in Table 55(overleaf),

l3. SECONI) LEVEL.

The hest projection of second-level enrolments is based onexisting firstlevel enrolments by grade, and on targets setfor admission and promotion rates. Thus, enrolment ingrade II in 1971 gives the maximum potential enrolmentin second-level year 1 in 1976. 1n setting the target. allosv-ance must he nude for the survival ratio, change inadmission trends, planned educational reforms and migra-tion trends. Adjustments must also he made for plannedeconomic and social developments \k hi ch have a bearing onmigration and affect second-level enrolment, and also forthe net movement of pupils into and out of the catchmentareas under study.

1 he parameters involved in the projection of second-level enrolments may then he shown as in Table 56,

89

Part three

'FABLE 55. Projection of firstlevel enrolments'

A ge.groups

Pre-compulsory.First-level schoolsSchools for handicapped

CompulsoryFirstevel schoolsSecond-level schoolsSchools for handicapped

Projectededucational

Initial demandprojected (adjusted)

Demographic Participation educationalprojection rates (target '.1 demand Public Private

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, orsome ether suitable administrative or census unit.

TABLE 56. Projection of second-level enrolments

II III IV v \,1

(lit yr 1(2nd yr )(3rd yr 1(4th yr 1 Oth yr 1 Total

First-level base yearenrolmentSecond -level admissionrate(")Promotion rate(%)Second-level enrolmentprojection

4. Supply network parametersThe two main variables in preparing proposals for a net-work of schools to supply projected enrolments are schoolsize and pupil population density. The minimum or maxi-

mum enrolment size for schools is an educational policydecision. There is, however, a certain minimum and maxi-mum beyond which school organization from any view-point is not rational, but within these limits there is alsoa range of optimal sizes depending on the emphasis to belaid on pedagogical, economic and social factors. Differentminima and maxima may also be decided upon for urbanand rural areas. Pupil population density is, in turn, afunction of demographic trends.

Given the norm for minimum - maximum school size andthe pupil population, t hen catchment areas may be defined or,to approach it from another angle, the feasibility andrationality of a network of schools (first or second level)may be checked. This exercise also involves the examina-tion of topography, habitation patterns, communicationroutes and the outline of catchment areas. The parametersinvolved are shown in Figure 7.

TABLE 57. Density of pupil population per 100 square kilometres required under various enrolment ranges. pupitleacher ratios andtransport schemes

Range of pupil population de natty per 100 s4 km

Enrolment

First level

Pedestrian

6 km radius'(MA sq km1

12 km radius(452 6 sq krn I

Second level'

With transport scheme

18 km radius 24 km radius(I 018 3 sq km ) (I 8103 sq kin)

Teachers'

Firstlevel

Secondlevel

15- 35 132-- 309 3.3- 7.7 1.5- 3.4 0.8- 1.9 1 1- 236- 70 31.8- 61.9 8.0- 15.5 3.5- 6.9 2.0- 3.9 2 2- 471-105 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- 8141-175 124.7-154.8 31.1- 38.7 13.9-17.2 7.8- 9.7 5 8-10176-210 155.7- -185.8 38.9- 46.4 17.3-20.6 9.7-11.6 6 10-12211-245 186.7-216.8 46.6- 54.1 20.7-24.1 11.7-13,5 7 12-14246-280 217.6 -247.7 54.4-- 61.9 24.2-27.5 13.6-15.5 8 14-16281-315 248.6 -278.7 62.1- 69.6 27.6-30.9 15.5-17.4 9 16-18316-350 279.6-309.1 69.8- 77.3 31.4-34.4 17.5-19.3 10 18-20351-385 310.6-340.7 77.6- 85.1 34.5-37.8 19.4-21,3 11 20-22386-420 341.5.-371.6 85.3 -- 92.8 37.9-41.2 21.3-23.2 12 22-24421-455 372.5-402.6 93.0-100.5 41.4-44.7 23,3-25.1 13 24-26456-490 403.5-433.6 100.8-108.3 44.8-48.1 25.2-27.1 14 26-28491-525 434.5-464.6 108.5-116.0 48.2-51.6 27.1-29.0 15 28-30

I Pupiliteacher ratio. 15 12 Pupil, 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 range figures shown

and with the pupil,tearher ratios assumed They are an indication also of the accommodation required. depending on the nature of the school

416'-Oa n 15 = I) 't etc . pupil population denaity figures may indicate target participit. n or mailmurn pupils

90

Policy' decision

Minma shoo/ ii:e

FIGURE 1

Schoolage Participation rarepopulation

Pupil Eoputation

Catchment area

Parameters defining a catchment area

Also, since the limits of accessibility on foot may beisolated, the range of transport schemes required to reachcertain levels of pupil population may also be defined.Furthermore, given the policy on the pupil/teacher ratio,teacher and accommodation requirements are functionallyrelated to a specified catchment area,

Table 57 has been constructed to illustrate the functionalrelationship between school site, pupil population density

KM

Parameters in school mapping

and size of catchment area, In this case, 6 km. (3.7 m.) hashen taken as the catchment area radius denoting the ped-estrian limit; a lower figure could equally well have beentaken. Three other cases for transport schemes at 12 km,(7.4 fn.), 18 km. (11.2 rn.) and 24 km, (14.9 m.) respectivelyhave been included for illustrative purposes. The table hasbeen built up from the fairly realistic premise of co-educa-tional schools having a first-level pupil/teacher ratio of35:1 (with fifteen the lowest possible enrolment tolerated inone school), and a second-level pupil/teacher ratio of 17,5:1.The notion of range of enrolment and pupil populationdensity is incorporated in the table to take account of thedynamism of enrolment in the real situation, where acertain increase or decrease must first take place before theadd'' )n or laying-off of a teacher is warranted. The figuresused also refer to rural areas and are oriented towards

0 5.3 10.6 16

FIGURE X. Spatial representatio i-atchment area

21 26.5 319 37.2 42.5 KM

91

Part three

problems of minimum school sire.. decision on 111aSilltschool site relates mainly to urban situations arid dependsupon ,idininistrative and \sn-planning factors, in additionto the economic and pedagogical ones.

kJ ',41,111,]eni

1 it: [4,1(1, %re I in sre' 1 area

t.11e

2. 1Ill I

4;

in 616 is

12 42 6 21 070' 1 26 S

Is I 01s 1 ti 921 I IS() It 17124 `+111.1 42

M.Amew .tree i,'

A farther insight into the applicability of the functionalrelationships betsseen pupil population density and poten-tial school sire is given in Figure k. Catchment area sites,to the same scale as that used for the school mapping studs;ire defined fur various school radii on the basis of the cal-culations \stitch are set out in Table 57a. Applied to a pupilpopulation flap of any region and taken in conjunctionssith I able 57, this figure can he a quick guideline to fileSlit, of school ssarranted in ant, area, or the site of catch-ment area required to justify a certain sire of school. It isohs foils that the school radii shossn here sill not cor-respond ssith the actual distance sshich pupils at theevtremity of the area man have to travel. because roads doriot radiate in straight lines from the school to the home; butdloss ;inces for distances can he made \k hen the topographyand nature of the road system are considered. Also it is

k rims n that the population may not he spread evenlythroughout an area. e.g. homes may he distributed along acanal. riser or road in as 'ribbon' style, but again thesecharacteristics can he Alms ed for and, is \sill he seen later,location is not ,iutomaticallv at the geographical centre. Afinal decision on location requires consideration riot only ofthese in,itierS but also of the location of other schools,losses. gross th centres. etc.

Components. relationships and functions discussed sofar constitute the basic guideline for school netssorkdev elopment. but the rationalized school map must stillerre ree front the est St int! nctssork . Accordingly, factors inthe present netviork relevant to development, discussed in

92

detail in Chapter VIII, must he evamined further beforeproposals for rationalitation can he articulated.

It mart he noted that assessment of schools at the Mini-MUM and maximum margins also involves many criterialeg. topographical and social) which are not fully quantita-ii.c arid, accordingly, this part of the exercise is not soamenable to the application of a mathcniatiLai model,

;Asa result of this assessment, a rationalization scheme(or a number of schemes, depending on the norms applied),vs hich gives the number of schools and their location, sillnot necessarily be placed at the geographical centre or'centre of gra\ ity. (front the pupil potential viesspoint) butrather at the %gm \sth centre' nearest to both to comply vs MIthe modern concept of 'concentration' (wns almosttains ersally accepted) svhere it \sill become part arf theservices in that grosvth centre and thus play a more activecommunity role,'

It must he added that the follovsing policy decisionsinfluence the norm for the r111111111U111 site and, accordingly,the location of second-level schools'.(a) provision of minimum range of subject alternatives:b) ensuring acceptable utilisation rates for specialist

accommodation and teachers:(c) provision of loiter and higher stages, either in the SAM.:

establishment or separately.In this regard, further discussion of the minimum enrol-ment site and the pros ision of a range of subject alterna-tives utilization rates is undertaken in Chapter X.Also, as has been seen earlier, the second-level pupil popu-lation is derived front existing lirst-level enrolments ratherthan from a percentage of the school-age population. Iftosser and higher stages are to he provided in separateestahliihments, then separate catchment areas must hedefined for these schools. Finally, pupils residing beyondthe limit for feasible daily travelling, for sshich a total dailytravelling norm of ninety minutes is often set, must hecatered for as boarders.

It has been shossn earlier that teacher and accommoda-tion requirements are functionally related to certain definedcatchment areas. If norms for teacher and non-teachercost and area and cost limits for accommodation are givenas sell, then the cost of implementing proposed rationalisa-tion schemes may he calculated mathematically.

Finally. in Figure 9 a schematic relations model of thefactors involved in building a school is given.

1 Sir 0 13 NA 51 Du,r1,1;,rr, renter; rn 1-1,r,11Jr'' t telr,,e N agent lien. the N:therland, . En!rrnat local In,hiute fort and

And lenrroscinent 14,1

DEMOGRAPHICFACTORS

CT) 0-V) 7-

0

religionclasslanguage

Communications transport

SOCIAL, POLITICALAND CULTURALFACTORS

Manpower needs

EDUCAT IONALPOLICY

Cost locationand size of school

Materials available

CONSTRUCTIONALFACTORS

[Building methods

regulations

0

EDEEoU o

Aa',011C1CPV in 1, h1h)i 14(Ifiring

GEOGRAPHIC ANDCLIMATIC FACTORS

National budget

ECONOMICPOLICY

Cost: pupilstaff and use costs> <

> 1<

Weather conditionsearthquake risk

Curriculum SCHOOLORGANIZATION

T imetoble teachersuse and contact hoursamount of space

SCHOOLBUILDING

I 1( NI '1 brthi, 'he huridmv61)1 Pl. t'occ,0 -I If, 4)., IT 41 du,alonal ud dmerik r)c.) set les 4)

93

X. Second-level school size and utilization

I. AimsTo narrow the gap in equality of educational opportunitybetween urban and rural second-level pupils, it is necessaryto broaden the curriculum and subject-group alternativesavailable to higher-stage pupils in rural areas. To do sorequires more specialist classrooms and more specialistteachers. In order to reach acceptable time and spaceutilization rates for special subjects in special classroomsand a reasonably high usage of specialist teachers' skills, acertain minimum enrolment size for schools is necessary.A brief examination of likely utilization rates for differentenrolment sizes in the !fish situation is made in this chapter.

2. Factors involvedThe main factors involved in determining these enrolmentsizes and utilization rates for a minimum supply of specialclassroom facilities are as follows: (a) type of schooljunior, senior, co- educational;' (b) if co-educational, male/female proportion; (c) number of new entrants; (d) promo-tion and retention rates; (e) number of class-groups:(1) class-group size; (g) curriculum range and weekly timeallocation to each subject; (h) subject-group options avail-able at higher stage; (i) number of years for lower- andhigher-stage courses.

3. CurriculumAn example of a weekly curriculum time allocation in theIrish situation has already been given in Table 49, page 69.

94

4. Specialist classroom utilizationOn the basis of this curriculum, time utilization rates for thedifferent specialist classrooms (if these classrooms are to beprovided to equalize educational opportunity) may becalculated for a whole range of enrolment sizes, varyingthe factors given in section 2 above. The calculation will bedeveloped here only to indicate the approximate sizenecessary to give acceptable utilization rates,

It is necessary to distinguish between time utilization andspace utilization rates. Time utilization rate (TuR) meansthe percentage of official time-table hours for which class-roor are occupied by classes for teaching purposes, Spaceutilization rate (suit) means the percentage of pupil placesutilized during official time-table hours, Thus, with a largenumber of small classes a high "RJR could exist simul-taneously with a low SLUR, which of course would not con-stitute efficiency.

A. JUNIOR SCHOOL ENROLMENTS OF 120(i) AND 180 (ii)

Factors assumed: (Table 58)(a) Both co-educational junior schools, the first (120) NI:17

1:1, the second (180), NI: 2:1;(b) First, tv.0-stream and second, three-stream entry;(c) Promotion rate, 100;(d) Six and nine classes, respectively;(e) Average class size, twenty;(f) Lower stage, three-year course.

i Junior school has lower !UV ,;OurSe only, censor school has full tisc.sear course

Second-level school size and utilization

TABLE 58. Classroom RJR for junior schools with two- and three-stream entry, under certain conditions

Curnculum

General

120 enrolment (2-stream entry)

Weekly Classrooms TURhours required

I.80 enrolment (34tream entry)

Weekly Classrooms TURhours required

Irish 18 27

English 18 27

Mathematics 18 21 1

Civics 6 9

Religious instruction 12 18

SpecialA Mid raw i ng 13 1 60 27 1 90Woodwork/building science 9 30 18 1 60Metalwork/engineering 9 1 30 18 1 60Science 18 1 60 27 1 90Home economics 9 1 30 9 1 30Business studies 13f 1 45 IS I 60Modern languages 12 1 40 18 1 60GeOgraphy/history 13f 1 45 18 1 60Physical education 6 1 20 9 1 30

TOTAL 180 10 270 10

I. Theoretically, only one general classroom is required along with the range of special rooms. but this situation is unlikely to ocvur in reality where a lesser rangeof 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(i) AND 320 (ii)

Factors an cloned: (Table 59)(a) Both co-educational senior schools, both M:F ,--: 1:1;(b) First, two-stream and second, four-stream entry;(c) Promotion rate, lower stage WO per cent; retention rate,

higher stage 50 per cent;

(d) First, six loser -stage and two higher-stage classes;(e) Second. t \seise lower-stage and four higher-stage

classes;(f) Average class size, twenty;(g) Lower stage, three-year and higher stage, two-year

Coarse.

TABLE 59. Classroom TU R for senior schools with two- and three-stream entry (one and two higher-stage alternatives respectively)under certain conditions

Curriculum

General

160 enrolment (2-stream entry)

Weekly Classroomshours reqd TUR

Lauerstage

:120 enrolment (4-stream entry)

Weekly hours

Higher stageTotal Classrooms

Lang Tech hours reqd TUR',

Irish 27 36 9 6 51

English 27 6 51

Mathematics 27 36 9 6 51 4'Civics 12 2 2 lbReligious instruction 14 24 2 2 28

SpecialArt/drawing 60 36 6 42 2 70Woodwork/building science 9 30 18 9 27 I 90Metalwork/engineering 9 30 18 9 27 I 90Science 18 60 36 6 42 2 70Home economics 9 30 18 s.8 I 60Business studies 13f 45 27 27 1 90

Modern languages 30 100 24 18 6 48 2 80Geography:history 22} 75 27 9 36 2 60Physical education 8 27 12 2 2 16 1 53

TOTAL 240 10 360 60 60 480 17

I See footnote_ Table `.8

95

Part there

C SI NIOR SCII0 )1 I \1,0I NH NIS OF -ISI)\ ''I) 011

hi:for awoned. [Able 60)(a) Roth co-educational senior schools, the tirst (-!SO)

\I 1- 2. 1 the second (640), Nt FFIT`,E, remn and second. eight-stream entr:

(0 Promotion rate, loner stagc- 11)(1 per cent, retention ratehigher stage 50 per cent:

Id) F first, eighteen )over -stage and st higher-stage classes:

1 581t CLi55room it

(e) Second. hsent -lour lo\ser-stage and eight higher-stageclasses;

(0 Average class site, wenty:(g) Loner stage. three -}ear and higher stage. Ro-year

colirSL:;(0) First, higher stage alternatives languages. science,

technicalequal choice:(i) Second, higher-stage alternatives choice languages,

50 pi.r cent, too classes: science. 2 per cent, one class:technical. 25 per cent. one class.

for senior ss:110015 nith Si- and under 0.:rtitin condition.

4.0 enrolment th-strcali crust ha) enrolment (5 ,trc.lrn entr I

5 urrii ul,m

IrishI nglishNIalhonatics

Rolla inst

li-aerstage

54

54

IS

36

La -fig

9

9

Week!), hours

Higher stage

Sc Ter+E

I, lass-r0,1111S

total regd

7s

75

7s1 I

24

42

11RI OACrstage

72

')T1

24

45

eekli hours

Higher stage

I ang Sc Tech

I 8 I'I S (1 6

I 9 l'

4 5

4 5

Total

102

192

103

32

56

IASS

r0.1111S

read 11'12'

Spe,rLil\rt drawing 77 6 7s

3 S7Voodiiork rifdg ;,) 7: 31 9 43 5 75

Ntetakork cnrnci 10 9 45 75 36 9 45 s 75

Scienceli econo tit IC' IS

15 S7 -r,

301',s 6 90

3)'4 SO

60Bustl stud 36 30 54 54 9))

Niodern Ling(icing histor

tti9 9

0654

Ills 4s54

3),

1S

0

9It 90

SI

5

3

10090

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.Off Some modern language and business stuiTes lessons ri,ghr he taken in general rooms.general rooms S oy mnaqIurn cash for hats and girls uould he As vldble and thengmdance etc would also he in :ludref

1) SENIOR St 11001, 1 NROI \11 -NT ()I si0

Fa, ((L.., ti,sioned: I I ,thle 61),i) senior school SA it 11 \I 1 1

i en-stream eltr.e) Promotion rate. limier stage 100 per cent: retention

rate. higher stage 5)) per cent:

9 6

red, init IL R percentage in 11.e specral rooms and 10..teaswpAoulj he used ako a. .L,,ernbt) meeting rooinc, Libras, music, career

somewhat in

( Thirt loser -stage and ten higher-stage classes:(e) Lerage Lkiss siie, twenty:

I.o3Ler-stage, three-)ear and higher-stage t%Lo-yearcourse.

(g) I igherstage alternatives: language. science. Com-rnerce. technical and social studies subject-groups andequi-distribution of choice,

Second-level cite and utilization

I 31.t. 61. Classroom tt R fur std61,11 2600Is with ten-streitin entry, under certain conditions

Curnsulunt

General

t., C1 stage 3ne.

cckls hours

II 4he rtstage alternatives

BuseSo stud Tech. Gen. Tooth hours

Clawoontsrcpt I OR`,

Irish 90 9 6 6 6 123English 9 6 6 6 6 123Maths 90 9 9 6 6 6 126 17'

30 40Religious instruction 60 70

SpecialArt /drawing 90 6 9 105 3 88Woodwork./ building sc. 45 9 54 3 90Metalwork/engineering 15 9 54 3 90Science 90 IS 6 114 4 95Home economics 45 9 54 2 90

Business studies 67f 18 3 S5 3 98Modern languages 60 S 6 9 6 9 108 4 90Geog.! history 67f 9 9 9 6 1001 -1 84Physical education 30 2 2 2 2 2 40 s 67

TOTAL 900 60 60 60 60 60 1 200 46

I See footnt Table 4

5. Comment

From these examples, which are also illustrated in Figure10. it is seen that with this provision of special classroomsand with this curriculum and under these conditions, anacceptable time utilisation rate becomes possible aroundthe 400 enrolment ill ark.

If the average class site were taken to be in the fifteen"(went) range, then enrolment ranges in the examplesbecome

A(i) 90-120 Atii) 135RIO 120 -160 13(10 240-320011 360 -450 C(ii) 4S0 -64(1) 600 800

With an aserage class site of fifteen, twent). acceptabletime utilization rater might he achieved for special class-room; in schools of 360 800 enrolment. but with a classsite below twenty, it is certain that space utilization moteswould he unacceptably low. Internationally. the average

second-level class site varies from twenty-eight to forty -two.

Other studies have shown that the cost/site relation-ship is represented by a U-shaped curse but that the opti-mum site differs from area to area and is extremely difficultto define,' A Dutch study on the influence of the type andsite of second-level grammar non - hoarding schools onrecurrent expenditure shows that average cost per pupildecreases considerably from the school of enrolmentsite 100 to that of W)0. but decreases by only 1 to 2 perlilt for every increase of 100 in school site above 600.'Finally., it is interesting to note that the Unesco secondary

school study found the median site to he between 400 and700 pupils, with technical schools tending to he largerthan this median.

I nods art ?Curida,1 s hoof hoitiing nat p 9Ibid.2 and C 51 Sabutoa and Ci. A lituk6A Optimum site of school distrots rciatnteto sett oted costs' In I he h urnal udmi,IttlIt1r1,1, A r rrndale, A uetraUnt>emt> of Queensland Pre (Vol 1X. No 2 October 1970

3 Netherlands Central Bureau of Statistics. Site ,11.1 cart) of Tecr"fa, conyrder,A0071 The vague. 1965. p

97

Part three

Junior schools

Enrolment size 120 180

Special classrooms:

Art drawing

Woodwork/building science

Metalworklengineerog

Science

Home economics

Business studies

Languages

Geography hi story

Physical education

IFS

4.04

111111-14

Pifr-ge,

Senior schools

160 320 480 640 800

L;1

tt

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

L_

1, 1

LJ

; 4

NNW

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 101009 2_

FICA:RV I . Structure ()Idle poptitatiim of (-wink. Sligo by age ond se., 1951 and 196iti(a 1.2( I St r;.,( ouro bet',.ptrtc-nt

100

101900 2000 3000

Appendix 1

TABLE I. Population change and urbanisation in County Sligo and in Ireland' from 1926 to 1971

Year

Ireland

Number 1, change

County Sligo

Number ", chani

Shgo Toian

Number 11,change Ireland 0,1

Urbantratton

Co. Sligo 0.1Ercluding

ShgoTowrt0,1

1926 2 972 000 5.4 71 310 9.7 I I 437 4 2 3 38.9 21.5 6.51936 2 968 000 0.1 67 447 s i 12 565 119 42.7 24.7 751946 2 955 000 0.5 62 375 7.5 12 920 r:8 45.0 27.9 9.01951 2 961 000 +02 590;2 3.8 13 529 r4.7 48.4 31.4 13.51956 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 14.71966 2 884 000 + 2.3 51 263 4.3 13 424 2.1 49.2 37.7 15.51971 2 966 000 + 2.9 50 236 2.0 14 071 t s

fotcludtng Northern IrelandSOURCE (lemur of the population of Ireland 9150. Vol 1, 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 (of1961 figure) County Sligo catchment areas for',A:hoot lige-groups

-%8( I- 3. I-IN-level enrolment in the 10- 14 age-group inCounty Sligo by ea t chine nt area, 1970'71

I13-11 11-12 12-13

313F

13-14

M3Iii

14-IS

SIFF

Total

51+1C

gC -group C 4 Age group to I Vgc-group I5 -19

ST' 266 120 223 132 I'M 59 7 997ST- + 2.40 4 3.83 5.12 « 5.14 16 15 1.56 BM 53 43 30 45 67 16 254BSI 7.55 0.54 7.79 22.12 34,72 R. 64 62 75 fit) 110 27 3 401IC 6.00 2.45 3.90 3.86 18.13 22.58 LC 23 21 23 24 36 12 I 140LC +5.59 «4.76 , 109 1.22 19.37 17.75 ('K 41 48 39 28 68 25 4 253UK 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 226CI. + 2.55 2.85 3.15 5.14 EK.1 32.95 (iT 24 16 21 24 31 12 I 129CO 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 GT Total

Pre-1900 6 5 8 4 4 4 2 5 2 401900-45 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

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firs

t-le

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sev

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rolm

ent b

y ca

tchm

ent a

rca,

197

!...

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CA

Scho

ol19

71en

rol

--

-

Vill

age

or to

wn

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ural

Per

cent

age

chan

geto

pop

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ion

-

1451

-61

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te

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(acr

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26

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64-

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51

1900

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0.5

219

53-

-24

Car

rigan

s30

--

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72

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7919

406

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42

1400

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49-

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1955

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23-

14.3

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1968

036

Car

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a24

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1900

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1900

1930

1964

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(B

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8-

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1966

1970

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1965

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32.

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42'

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1969

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1960

1969

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1451

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chan

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89-

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(6)

112

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1930

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112

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1967

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319

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44

1019

66-

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583

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1964

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1:i

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1951

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1962

1970

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cent

age

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1951

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area

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52

1900

1942

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1967

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1920

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1962

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1955

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row

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1968

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42

1901

1949

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52

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1968

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1968

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r42

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+24

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owen

38--

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0_5

218

9819

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5

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lylig

570.

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52

1953

1965

1970

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ney

320.

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ses

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oil.

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id fu

el

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BLE

8.Pr

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of

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t -le

vel s

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ls h

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n 73

-110

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olm

ent,

1971

, to

he k

ept u

nder

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iev.

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1971

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lV

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1951

-61

1961

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(acr

es)

( la

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built

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nd

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r reno

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iped

wat

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atin

g

Per

cent

age

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ge in

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lmen

t19

66 -

-71

STB

osse

s Po

int

590,

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(905

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1965

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50.

92.

04

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1939

1965

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e W

est

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51.

50.

54

1963

12

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hle

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RS

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m:.

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750.

60.

20.

53

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550.

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15

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h Pa

rkto

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532.

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1968

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-),h

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nee

105

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1.0

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1965

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.es:

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rical

, t)

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rm d

evel

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ent p

rosp

ects

of

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a sc

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s

CA

.

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;)ST

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r )ST ST D

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raro

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pula

tion

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1966

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cent

age

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61-6

6

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13.1

3.0

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1971 583

534

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216

141)

114

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115 59 12 40

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gs

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534

513

354 65 156

134 59 125

105

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md

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7.

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400

463

304

176

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) (0

/

101) 51 65 134

112

120

Long

-ter

mpr

ospe

ct

* 4- + +

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her

ofcl

assr

oom

s19

76 16 10 13 8 6 4 4 4 _' 2 4 4 3 3 3

subu

rban

, T -

tow

n, 1

3 y

GP

- p

rote

stan

tS

T s

o op

erat

e al

loca

tion

of p

lace

s to

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ldre

n by

agr

eem

ent I

n ac

cord

ance

with

thei

r hu

ms

loca

tions

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op 1

971

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4 if

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om (

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-_

Appendix I

TAB! F. 10. Long-term deselopment prospects of schools (excluding STI

CA School

Tow npopulation

1961 1966

Percentage change1961-66

+

Enrol1971

Consolenrol(1971)

Estm.enrol.

1976

Long.termprospect

+

Schl, sot1976

(rooms)Long-termprospect

BM BM(BG) T 964 921 4.5 I 1 1 111 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 5000B boys, G ;les, P protestant

107

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data

not

aita

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cH

eate

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at S

urnm

erhi

ll2

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sed-

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uit T

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t Sum

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rack

ets

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in to

wn

to b

uild

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at T

C a

nd F

.K-

Par

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g

..

Appendix II. Second-level accommodation standardsThe Development Branch and the Post-ptimary BuildingUnit of the Department of Education combine effortsin decision-making on the location and evteitoon ofschools, the former dealing mainly sith planning policyand the latter \sith standardization, control and imple-mentation.

The present policy aims at creating schools of 400-800enrolment through new development or rationalization;the minimum enrolment limit is i50. Strict limits on sitearea are not defined but there is an awareness of the needto provide a tarmac area for parking and minor games,and fields for en% i ronmental studies and recreation.

Area and cost limits in operation are given in thefollowing table.

Ntil I I. 1.rea and cost lit 19-0 '1

F 1,00-ncti up ht

S. It Pcrt.cutFie

1 argct sap.ols

Sy ft Per:cntage

retching area 28.10 f,5.2 4,1 65.2Circulation area 5.42 11)6 9 1.1hOther anollars area F44S 21.2 14 21.2

Total- pupil place 40,00 MO 0 66 100.0

Cost limit perpupil place

Student place£160 tssstent built 1£220 (trod. built} tro ttracl huiltl

Bibliography

C. sN. Ns., Regional %Pales in Ireland. Dublin. AnForas Forbartha. 1968, (The Buchanan report)

anus of the population of Ireland, 196i, Dublin, StationeryOffice: Vol. I, 1963; Vol. II. 1963: Vol. IV. 1962,

Colors of the population of-Ireland, /966, Dublin. StationeryOffice: Vol. I. 1967: Vol. 11, 1968; Vol. 111. 1967,

Census rrl the population of Ireland, 19,71, pp,.finiinory report,Dublin. Stationery Office. 1971.

DI PA 1( 1 A.11.V1 0t I DI 'CA HON, Investment in education.Dublin, Stationery Office. 1962. (The Lynch report)

DI PAK 01. EWA:A HON, School transport regula-tions, Dublin. 1971. iNlimeol

Is.pust Rim, Di \ OPS11 N AI.1110101 A, Regional /n-it/W/fa/plans, 073-77Vorlh.west region. Dublin. 1972.

focal government (planning and developing! act. 1963,Dilblin:StatiOnery Office, 1964.

Ni TM RI ANDS N 1 k t Bt K1 AU 01 S IS1 I( S. Si:e mu/costs of secondary grammar schools, The Ilague. 1965

,-tppentltv 11

Thus, the cost limit is for system and 0.50 fortraditional building per sq. ft. The norm for accom-modation hreakdms fi for the school of 500 enrolment isas 101 lo

l'ttaching areaGeneral classroomsGeography and languages I20

Sq. 4.7 2007 200

Other special rooms 6 000-Issembly hall.'gvnoraviurn 2500General purpose 1 600Library cml individual werk 2 200Guidance smite (1.'ducational and careers) 500

21 500

The ma \Munn class site recommended is thirty, and theaverage t%enty-five. The minimum pupillteacher ratiois 17.5:1.

Rrzles and programme for seermdary schools. 1970/71.Dublin, Stationery Office. 1971.

C. M. SABI:LAO AND G. A. icKkop. 'Optimum size ofschool districts relative to selected costs' in Thep/it-nalof educational administration. Armidale. Australia.University of Queensland Press, (Vol. IX. No 2, October1971).

Statistical abstract of Ireland, 1968, Dublin, StationeryOffice. 1968.

UNISCO, Gonparative study of secondary school buildingcosts. Paris. 1971. (Educational studies and documents,new series. 4).

UNI SCO1 !BF, the one - teacher school, Geneva, 1961.D.13:- W. M. VAN DI.;.SSI I DORP. Manning of service centres

in rural areas of developing countries, Wageningen, 'TheNetherlands, International Institute for Land Reclama-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 distributorsthroughout the ssorldi

Educational Coq 111 aeliolt; alce studies for planners(1972. Three volumes).

Educational development in Africa 1969. Three vol u nles.containing eleven African research monographs).

Educational planning.- a bibliography (1964).Educational planning: a directory of training and research

institutions (196,')Educational planninc in the t 'S.SR (1968).Financing eduewtional s73tentS (series of monographs: full

list available on request).hindamentals of (ducat lima! planning (series of marla-

graphs: full list available on request).Map:rower aspects educational planning (1968),,/,-irho,iologiti of edliCatioflal planning fOr develop ing

countries by J. D. Chessssas (196$).Mmographies atria:Ines (live titles. in French only: list

available on request).

New educational media in action: case studies fi,r planners(1967,1 Three volumes).

The new media: memo to educational planners by W.Schramm, P. 11. Coombs. F. Kahnert. J. Lyle (1967.A report including analytical conclusions based on theabove three volumes of case studies).

Planning the development of universities-1 (1971. Furthervolumes to appear).

Population growth and costs of ea.ecation in developingcountries by Ta Ngoc Chu {1972).

Qualitative aspects of educational planning (1969),Research for alto-arbour! planning: notes on emergent needs

by William J. Platt (1970)..Sistons approach to teacher training and currioihnn develop-

ment: the case oldeveloping countries by Taher A. Razik(1972).

The folios% ing hooks. produced in but not published bs the Institute, are obtainable through normal bookselling channels:

Managing ed:,cational curls by Philip II. Coombs andJacques Halitk. Published by Oxford University Press,Ness York, London and Toronto. 1972.

Qtw,ttilative methods' of educational planning by HectorCorrea. PuHished by International Textbook Co.,Scranton. Pa., 1969.

The world educational crisis: a SySteMC analysis by Philipoomhs. Published by Oxford University Press.

New York. London and Toronto. 1968.Education in industrialised countries by R. Poignant.

Published by N. V. Martinus Nijhoff, The Hague, 1973.

HO

The International Institutefor Educational Planning

The International Institute for Educational Planning (1WEI)) vv as established by Unescoin 1963 to serve as an international centre for advanced training and research in theHeld of educational planning. Its basic financing is provided by Unesco. and its physicalfacilities by the government of France. It also receives supplemental support fromprivate and governmental sources.

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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 effectivestrategics 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: alsofor the introduction of reforms, the consistent application of national norms and the stimulation of region.-.1p:trl icipation in the planning process. This. lastaspectinarks an important advance towards controlleddecentralization of the educational planning &been' .and,.Since closely involved with economic,socialand 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

This case study on County Sligo, Ireland _f tgi ighti:'a..ical :tifiiie,,i pu c f i=which exists between :..i. ,

centralized planning and irriPlert.,entatibAii:- pite.:l .. 0*.41ait si3phi§ittatcd ,d6iitiaI-Tilaiinligmachinery in Ireland and an active desire forfcrqinkihl Iiitist51.th gO*41im4fit (Avith. iCitvoiiCy

tion 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. hOseintccsted in the practical problems oFir4iY.X0 APO AfttiOilsOthe te0i)ii c, this boo;contains the methodology, paranieters 'a 6661: ilp OtkitY

The authors

tacquesl-lallak isschools. His. prOVidifs FAA ..Financing and eiiit.eationtO:p.011<zjii.$0i4imfinane'al aspects of eductitiOn in c'ertainAtrtcaa.

eet onto ;drinin tM1ocatioif it 44,-.49,69)4,

OP1*:-aiiihof _of 11141 z

fait cation

ing educational aists 1971).James McCabe, assistant ,t0 .fae4n#

1971 he had had ten Years',teaChinKCcunty Slizo.

[ B]U.S. $8.95; £2.55(stg); 28FPitts taxes, if applicableISBN 92-803-1056-9