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Dáil Éireann debate -
Thursday, 24 Oct 1985

Vol. 361 No. 2

Ceisteanna-Questions. Oral Answers. - Primary School Expenditure.

4.

asked the Minister for Education the amount spent per pupil in primary schools in the last year for which figures are available; and how this figure compares, when adjusted for inflation, with the comparable figure for five years ago.

The amount spent by my Department per pupil in primary schools excluding capital expenditure, in 1984 is estimated to be £586. The corresponding figure in 1979 was £281 which, when adjusted on the basis of the consumer price index, is the equivalent of £573 at 1984 price level.

It would appear that there has been very little change in the amount expended per pupil of primary schools over the last five years. Would the Minister not agree that that is a rather disappointing result and may we look forward to some improvement in that situation henceforth?

Indeed, I would not claim for one moment that the figures represent as much of an improvement as I or any of us would wish. It is perhaps worth nothing that despite the very difficult financial climate we have had in recent years there has been a small measure of real improvement in the level of expenditure per pupil. I would agree with the Deputy that we should all do everything possible to ensure that that improvement continues.

How does that tie in with the stated objectives of the Minister in her plan, Programme for Action in Education in which she stated that national and primary school education and the state of the pupils therein would receive the highest priority in her Department. The resultant press releases of that time speak of a special emphasis and priority being given to primary education when the figures have clearly shown that they have just kept pace with inflation?

This figure concerns expenditure per pupil. We have increased, even though in a small way, real spending per pupil. This excludes capital expenditure which has, of course, increased every year.

Could the Minister give any forecast as to what the appropriate figure might be for 1985 and 1986, even on a tentative basis? Is it likely to show any increase?

I am afraid I do not have that information, Deputy.

What will be the trend in this area in the next few years? I assume that the Minister has made some projections in the context of the proposed Programme for Action.

Obviously, in the context of the Government's discussions and estimates I have a great deal in mind. It depends upon the overall financial situation and what the Government can allow for each area.

Therefore the Minister has not committed herself to anything in this area.

What was the point of having a stated objective in the plan Programme for Action in Education of prioritising national and primary education when the figures have not shown that up? Will the Minister be making an effort to meet such stated objective in next year's estimates?

I do not accept that we have not prioritised primary education. I believe we have and have increased the spending in real terms. The spending that I have mentioned here was current only. We have increased capital expenditure also and I consider that we have done extremely well against the background of a very difficult financial situation.

The figures show that the Minister has not increased the spending above the cost of inflation.

The Deputy is not to argue.

Is it not a fact that capital expenditure on education, particularly at primary school level and at forecasted primary and secondary school level has been halted in many instances?

No, I do not accept that.

In reply to that question, would the Minister refer to the figures that she used in this House in the Estimate debate in relation to the capital programme? My recollection very clearly is that in many instances they are down and in general they are at least stalled. I cannot agree that the statement is consistent with the facts.

Figures can be used——

They can be jiggled and juggled.

Some people are very good at that.

We cannot have an argument at Question Time.

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