I should first explain the status of the report referred to by the Deputy. In December 1993 I requested the Higher Education Authority to establish a steering committee to advise me on a broad range of issues, including those now raised by the Deputy.
The interim report to which the Deputy refers is a report to the steering committee from a technical working group. The steering committee has yet to draw up its own conclusions and make recommendations to me. It would be inappropriate for me to comment on the details of the interim report before the steering committee has had an opportunity to complete its own work.
I made it clear in my press release at the time of publication of the report that I looked forward to receiving the conclusions and recommendations of the steering group. It would be inappropriate for me to comment on a submission made to a committee which I established to provide me with advice.
With regard to my plans for the third level sector, I am pleased to say that I have already put in place a £120 million capital programme, aided by the EU as well as a broad range of further developments wholly funded by the Exchequer. The provision of further capital investment in the higher education sector will be considered in the normal way in the context of the annual Estimates for my Department.
In relation to the question of interventions at first and second level to counteract underachievement and early school leaving, the Deputy will be aware that I am consistently developing and implementing policies in those areas. I agree with the Deputy that the achievement of equality in higher education requires significant intervention at first and second level to counter underachievement and early school leaving.
At first level these include: the development of pre-school provision; targeting of resources on disadvantaged areas; the provision of educational support services for students e.g. psychological, remedial teachers etc. and the continuing development of the home-school liaison service.
Initiatives taken at second level include: a major restructuring of the senior cycle curricula to adapt it to the needs of the wider spread of ability levels and backgrounds proceeding to senior cycle; The provision of programmes such as Youthreach, a programme to help break the cycle of educational disadvantage to cater for the needs of children who leave school early or are at highest risk of leaving early; the introduction of the school cert for pupils who have difficulty in coping with junior cert; the provision of educational support services for students e.g. psychological and guidance services, career guidance teachers and remedial; the continuing development of the home-school liaison service, and continuing financial support for special initiatives operated by a number of third level institutions which involve linkages with post-primary schools in order to provide greater opportunities for students from the disadvantaged areas concerned to enter college.
I await with interest the final recommendations of the steering committee regarding disadvantage. As is evident, I am committed to progressively increasing retention at second level and to taking appropriate initiatives to support transfer to third level.
