THIS year community schools are 25 years old. Their launch came six years after the introduction of free post primary education when second level schools experienced an unprecedented demand for places. Before 1972, apart from a small number of comprehensive schools, second level education was clearly divided into two sectors.

The private second level schools, most of them owned by religious orders, offered academic studies up to Leaving Cert level while the vocational schools, as their name implied, offered courses which prepared students for the world of work.

The rationale behind the community school system was the amalgamation of existing small second level and vocational schools and the setting up of single schools on greenfield sites to provide a wide ranging curriculum under one roof. "From the start," explains Sean McCann, general secretary of the Association of Community and Comprehensive Schools, community schools were established to offer students a full range of both academic and practical subjects leading to public examinations. It was intended that we would marry the two traditions - the academic tradition of the secondary schools and the more practical traditions of the vocational sector."

From now on students would be able to study any of the subjects on the Department of Education's list of recognised subjects.

However, says McCann, the commitment of the community schools has also always been to an extensive programme of extra curricular activities, including sport, debating, drama, art and music, McCann says.

Unlike most second level schools 25 years ago, the community schools were co educational. They were also multi denominational and, significantly, non selective. They were designed to cater for students of all levels and abilities. Equality of opportunity was an important aspect of the system - there were no boys only or girls only subjects.

A further innovation was the inclusion of parents on boards of management. The community schools' boards of management are partnerships between parents teachers, the religious trustees and the local VEC committees," says McCann. From the outset, boards have included two representatives from both teachers and parents, three nominees of the religious trustees and three VEC nominees. The principal is a non voting member of the board.

Unlike schools in the VEC sector, community schools are financed directly by the Department of Education. "We have a very close relationship with the Department," says McCann. All funds allocated to the schools are used directly in those schools. The Department is very supportive of us."

Unlike schools in other sectors, the accounts of community schools are subject to internal audit by the Department every two years. The Comptroller and Auditor General may also examine accounts.

The first community schools to open their doors in 1972 were Coolmine Community School, Blanchardstown, Co Dublin; Tallaght Community School, Co Dublin, and Scoil Phobail Mhic Dara, Carna, Co Galway. Coolmine and Tallaght were created through amalgamations.

Today there are 64 community schools around the country and more in the pipeline. Hospital Community School, Co Limerick, is set to open this year as a result of an amalgamation of the vocational school, the De La Salle College and the Presentation Convent. Within the next 18 months community schools will open in Kenmare and Rathmore in Co Kerry and in Celbridge, Co Kildare.

The sector is a bouyant one and will continue to grow, McCann says. "We're the only area of real growth in the post primary sector," he notes. Demographic changes mean that student numbers are beginning to fall and McCann foresees amalgamations of community schools in some areas. However, he estimates that by the year 2005, the sector will boast up to 90 schools.

With average student enrolments of between 350 and 400, the community schools were in 1972, larger than the national norm. The sector includes the largest schools in the country - among them Carndonagh Community School, Co Donegal, with 1,564 students and Gorey Community School, Co Wexford, with almost 1,500.

The success of the sector can be measured by its growth, McCann says. In the past the preference was for religious run schools, but community schools are now the preferred option of local communities throughout the country."

THE SCHOOLS are successful academically and answer the needs of children, parents and the communities they serve, he believes. Over the years the sector has played a significant role in curriculum development. For the future "it's vital", McCann says, that the sector continues to develop programmes to ensure that children of all ability levels achieve their potential and take their places in society with full confidence in their abilities.

School boards must ensure that that schools adapt programmes to meet the needs of the whole community. Some schools are already liaising with third level institutions to provide third level courses at local level. "Schools must ensure that the wider community has access to certificate, diploma and degree programmes," he says.