Vol. 506 No. 4
2 Ms Shortall asked the Minister for Education and Science his views on Breaking the Cycle; if it has been evaluated; the plans, if any, he has to extend this scheme; and if he will make a statement on the matter. [15617/99]
The Breaking the Cycle pilot project was introduced with two distinct strands in 33 urban and 123 rural schools in 1997 to test models of intervention, which would offset the effects of educational disadvantage over a five year period. One of the principle features of the urban dimen sion is the introduction of a maximum class size of 15 pupils in the first four years of the primary school cycle – infants through second class – and the secondment of a co-ordinator to the Department to support project development in the urban schools.
The rural dimension of the project features the clustering of small rural schools and the appointment of a co-ordinator in each of 25 clusters. All the schools in the project attract an enhanced capitation payment. They receive grants for the purchase of teaching and learning materials and may apply for funding for local in-school and out-of-school activities. The project schools must develop a five year plan and participate in in-career development for teachers.
The Educational Research Centre, Drumcondra, was commissioned to evaluate the pilot project. As a first step, the research centre carried out a programme of testing in English and mathematics in third and sixth class in the schools in 1997 to establish baselines against which future test results would be compared. It is proposed to assess pupils attainment again in May 2000 and the initial impact of the initiative on pupil achievement will be measured in this context.
I am sure that the Deputy will agree that the principle of objectively evaluating the impact of the pilot should not be interfered with, particularly in light of the fact that the research which was used to design the pilot stressed that teaching and financial resources are not, by themselves, sufficient to significantly improve the achievements of pupils. The challenges for the schools participating in the pilot extends to developing a systematic approach to the challenges faced by the school and its pupils. Any extension of the projects provisions to further schools will be considered in light of proper evaluation of the pilot's impact.
However, in the meantime, I have taken other steps aimed at alleviating the effects of educational disadvantage. The 8 to 15 early school leaver initiative was introduced in 14 project areas during the current school year. Next September the home school community liaison scheme will be extended to include all designated schools at first and second levels which do not have liaison support at present. Designated schools will form the nucleus of the first phase of schools in the school development planning initiative and I recently announced a major new stay in school initiative for second-level schools. Some 40 schools with high levels of early school leaving will participate in the first phase of the initiative and will implement approved school plans aimed at keeping pupils in school to the end of the leaving certificate.
In addition, the next school year will see the implementation of a comprehensive remedial service at both primary and second level together with a significant expansion in the home school liaison scheme which will be available to all disadvantaged schools. The Deputy will also be aware that I announced, on February 11 last, the decision by the Government to establish a national educational psychological service agency. A sum of £1.5 million was made available in last December's budget for the initial phase of this measure.
Expansion of the psychological service has begun. Additional posts for psychologists were advertised last month and it is intended to appoint 25 additional psychologists during 1999 and, in accordance with the implementation plan for the new agency, a further 25 psychologists during 2000. It is envisaged that all schools will have access to the psychological service at the end of the five year period, and it is hoped that the nucleus of a service will be in every county by the end of 1999.
The Education (Welfare) Bill, when enacted, will represent a sea change in our approach to the intractable issue of educational disadvantage and early school leaving. Taken together with the range of measures I have mentioned it represents a determined effort to make real progress in this most difficult area.
It is difficult for Members when a Minister uses time to explain schemes when that explanation is not required and time is wasted in terms of providing the information requested. That has happened in this case. What are the Minister's views on the Breaking the Cycle scheme?
It is a worthwhile pilot project. I checked the files and those who initiated it stressed that it was a pilot project. Some elements that have been watched over the past 18 months have been effective in terms of school planning. The key issue which the national co-ordinator points out in terms of how schools counteract educational disadvantage is the development of a whole school plan and attitudinal change in terms of dealing with educationally disadvantaged children.
We have extended the concept of whole school planning to all schools which have been designated disadvantaged. This will come into operation from next September following work by the inspectorate and others. In a number of other initiatives, such as Youthstart, whole school planning is considered internationally as an essential element. Breaking the Cycle is a worthwhile pilot project and we must take on board its evaluation.
I am concerned because it appears that the evaluation process is used as a long fingering exercise in many cases. Under the proposals outlined by the Minister, it will be almost ten years before there is any extension to the scheme, if that happens. Does the Minister agree that while providing whole school plans is valuable in itself, the most urgent need is for more resources in terms of additional staff and grants for materials? Does he accept that in many cases schools are compounding the social and economic disadvantage of children? Does he accept the principle that schools should compensate for social and economic disadvantage and provide significant additional services to those provided by schools in non-disadvantaged areas?
I disagree fundamentally with the Deputy's points in so far as they rubbish the concept of the whole school planning process.
I do not do that. I said it is valuable in itself.
The Deputy's tone was that it is fine, but we should do something else. In terms of the design of the pilot project, there should be planning before more resources are provided.
That is long fingering.
Deputies mentioned the remedial service. We need to be careful that we do not just throw resources at everything. Nevertheless, there have been significant increases in terms of extra staffing. This is the first time in a decade that a significant number of teaching posts, over 450, have been sanctioned over and above the demographic dividend. For the first time, every disadvantaged school will have a home-school liaison service. A similar position applies in terms of a remedial service and a psychological service is being developed. A national psychological agency with 25 psychologists is being recruited this year.
The Education (Welfare) Bill is currently before the Oireachtas. This will lead to the establishment of an education welfare service. Fundamental pillars are being put in place by the Government to deal with educational disadvantage. More money is being spent now than was spent in the past decade. A total of £700,000 over and above the demographic dividend in incremental additional funds were given to the breaking the cycle scheme.
It is not targeted. It is a scatter gun approach.
That is not the case. It is targeted.
