Staff | Policies & Documents

GUIDE-LINES FOR ENROLMENT IN A BRIGIDINE SCHOOL

(The following policy establishes the parameters for enrolment in a Brigidine school. Each Brigidine school may need to develop specific enrolment criteria based on their localised context.)

Welcoming All People	The Context for Enrolment Decisions The inspiration for enrolment guidelines for Brigidine schools comes from the Judeo-Christian story, especially the life and mission of Jesus in the Gospels, from the Church's growing awareness of its inclusive mission and from a consideration of Brigidine tradition and enrolment practices over many years. Central to Brigidine tradition is the core value that schools will "welcome all people, especially the most vulnerable." Jesus spent much of his public ministry announcing that the reign of God is dawning, and demonstrating in as many ways as he could, its dreams of justice and love, equality and abundance, wholeness and unity. He gathered ordinary local residents to share the message of the good news. Inclusiveness is a key dimension of the invitation of Jesus. He welcomed everyone - saints and sinners, people of different races, religions and status, those ostracised by society, as well as the rich and the powerful. In all areas of school practice, we seek to be welcoming and inclusive.
An Invitation to 'come and see'	In the first chapter of St. John's gospel we read that Andrew and another disciple met Jesus and asked, 'Rabbi, where do you live?' Jesus answered, 'Come and see', and they stayed with him for the rest of the day. Presumably, the shared experience on that day meant that the two became long- term disciples of Jesus. We believe that enrolling students is an invitation to 'come and see what it is like when you try to live with a particular set of values and in a specific faith culture'.
Hospitality - part of the Brigidine tradition	The spirit of welcoming is also inherent within the Brigidine tradition of hospitality. This quality can be traced back to the stories and legends associated with Brigid, many of which speak of communal sharing and caring for the underprivileged. Indeed, hospitality became a lived value within the early Irish monasteries, and has been a particular quality within the Brigidine Congregation and the schools they sponsor. Within the context of enrolment, hospitality relates to the establishment of a welcoming, open, and inclusive school environment.
Enrichment through diversity	Brigidine schools in the Victorian Province have always been a part of the local community and as such have had a diverse intake of students. In both day and boarding schools there were many students who were not Catholic; our experience has been that these students have enriched the school communities and, at the same time, most have maintained that they themselves have been enriched by the Christian education received. Many of these students who were not Catholic have remained life-time friends and supporters of the schools. Today, as neighbourhoods change, there is also diversity in the religious backgrounds of those seeking enrolment. An inclusive enrolment policy now, as in the past, is consistent with the Brigidine tradition.
Making decisions based on:	Whom Do We Welcome? "In its ecclesial dimension another characteristic of the Catholic school has its root: it is a school for all, with special attention to those who are weak. [The Catholic School On The Threshold Of The Third Millennium, Congregation For Catholic Education, 15, (1998)] The invitation of the gospel to 'come and see' is directed to all of humankind. Accordingly, and whilst recognising the priority accorded to catholic families, Brigidine schools are committed to offering enrolment to families irrespective of their religious background, ethnic origin or socio economic situation.
Accessibility	The following people are welcome to apply for enrolment in a Brigidine school. Families who actively participate in the life of the Catholic Church. Such participation provides evidence that they want to respond to the Gospel invitation to 'come and see'. Catholic families who have not maintained an obvious allegiance to the church. A request for enrolment of their children in a Catholic school suggests a search for faith and meaning and a desire for their children to hear the invitation of the Gospel. We should trust that their search is genuine and respect their application for a place in the school. Catholic families who are hesitant about applying for enrolment for reasons of financial affordability. Our schools should communicate to the community that such families are welcome.
Inclusivity	Families who are among the newest arrivals in Australia, including refugees, who are striving to become economically and socially established and who seek a school as a place of safety and sound education for their children. Such families will be offered enrolment if possible. Families from other Christian traditions who seek an education underpinned with the principles of the gospels. After discussion which clarifies what the school offers, an invitation to be part of the community should be given to such people if possible. Families of other faiths and traditions who may seek enrolment because they want an education for their children in a specific values-based context. If, after discussion to ensure that the values espoused by the school are consonant with those being sought, these families ought to be offered a place if possible.
Respect for all religions	Families who do not claim any religious faith and seek enrolment. In discussion, it may become clear that certain of these families are seeking a spiritual dimension in education. As a part of the evangelising mission of the Church, such families may be offered a place. Individual students who for various reasons - learning difficulties, physical handicap, need for a new start, changed family circumstances - seek a school where they will be safe and given opportunities to learn, begin again and be happy. They should be made welcome if it is within the school's ability to offer assistance.
Exploration of motives for enrolment	Implications for Practice In offering enrolment to families who may not actively participate in the life of the church or who profess no religious affiliation, a responsibility exists for school administrators to attempt to make some judgement as to the motives of such families. Whilst the desire to seek an education based in a particular set of values and practices is an acceptable basis for enrolment, the desire to participate in a secular and inexpensive private education is not. Normally, the enrolment process should provide opportunities for school administrators to meet and discuss the reasons for an enrolment application with prospective parents.
Non selectivity	In recognition that all people are gifted by God with unique qualities and that all have the potential for development, Brigidine schools are committed to educating students irrespective of their background or perceived ability. Accordingly, selective testing prior to enrolment or exclusion based on other discriminatory criteria will not be utilised.
Multi faith education	The evangelising role of the Catholic school has long been recognised in Church documents in a clear and unambiguous way: "Catholic schools are at once places of evangelisation, of complete formation, of inculturation, of apprenticeship in a lively dialogue between young people of different religions and social backgrounds." [The Catholic School On The Threshold Of The Third Millennium, Congregation For Catholic Education, 11, (1998)] and again "Not all students in Catholic schools are members of the Catholic Church; not all are Christians. There are, in fact, countries in which the vast majority of the students are not Catholics - a reality to which the Council called attention. The religious freedom and the personal conscience of individual students and their families must be respected, and this freedom is explicitly recognised by the Church. On the other hand, a Catholic school cannot relinquish its own freedom to proclaim the Gospel and to offer a formation based on the values to be found in a Christian education; this is its right and its duty. To proclaim or to offer is not to impose, however; the latter suggests a moral violence which is strictly forbidden, both by the Gospel and by Church law." [The Religious Dimension of Education in a Catholic School (1988)] The existence of students from faith backgrounds other than catholic should be regarded as a factor that enriches the spiritual dimension of the school. Indeed, there is much within different systems of religious meaning and belief that complement each other. However, all parents need to be aware that their decision to enrol a student in a Brigidine school involves acceptance of an expectation that all students will participate in the program of religious education and other elements of faith development including prayer, liturgies and other special activities associated with this central aspect of a catholic school. Such participation, rather than being proselytising, should respect the multi faith origins of students and whilst being faithful to the Catholic church, be invitational in the sense of offering a particular religious perspective without pressure to conform. At the time of enrolment, parents should be made aware of the multi faceted nature of religious education including: the formal religious education program broader aspects of faith development including rituals the extension of the value base into all areas of curriculum provision Respect for multi faith backgrounds may also necessitate open discussion and dialogue with some families regarding the wearing of clothing that has religious meaning, dietary requirements, a need for appropriate places to pray and possible absences from school on holy days.
Affordability	Accessibility to catholic education is closely linked to the issue of affordability. Brigidine schools are committed to providing access at the lowest possible costs to families. Fee increases should only occur because of demonstrable financial need and should be kept to the lowest level possible. In addition, pro active efforts should be made to encourage enrolments from families who may be discouraged by costs associated with secondary education. Such actions could take place through contact with primary schools and other community organisations. Similarly, compassionate dialogue should be entered into with families who seek fee relief based on genuine economic need. April 2004

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