Dáil Éireann debate -
Thursday, 11 Dec 1997

Vol. 485 No. 1

Written Answers. - Higher Education Access.

Brian O'Shea

Question:

111 Mr. O'Shea asked the Minister for Education and Science whether a scheme is being drawn up by his Department to extend the targeted approach at second level schools towards increased access to third level institutions; and if he will make a statement on the matter. [22516/97]

Minister for Education and Science (Mr. Martin)

The fundamental policy objective of promoting equality of access to, participation in and benefit from higher education is well established as is the need for a holistic approach to promote equality rather than policies focused only on the third-level sector and on the transition from second to third level. Fuller participation in third level also depends on ensuring retention of students in full-time education at first and second levels. In this regard, my Department has a range of strategies in place throughout the education system. These include the development of Early Start centres; the allocation of additional resources to schools in disadvantaged areas; the Breaking the Cycle pilot project; the home school community liaison scheme; curricular reforms to allow students to make choices relevant to their abilities and aptitudes; support for junior and senior centres for travellers; the free book scheme, and alleviation of examination fees for necessitous pupils; a new initiative focused on structured pilot projects in urban and rural disadvantaged areas which test models for the development of an integrated areas based co-ordination of services to cater for young people aged eight to 15 years at risk of early school leaving; the development of second chance education and training options through Youthreach and VTOS.

In addition, my Department provided £77,000 in 1997 in direct financing for three access initiatives involving Dublin City University, University of Limerick and Trinity College to improve participation of pupils from disadvantaged areas at third level. The initiatives involve linkages between the colleges and local second level schools and incorporate supervised study facilities, extra tuition for pupils, information and advice for parents and pupils, including seminars, mentoring and support teaching in key subject areas.

In relation to measures specifically at third level, the Higher Education Authority has provided £260,000 in 1996 and £475,000 in 1997 for initiatives in a number of colleges specifically relating to disadvantaged students. These initiatives, build on existing programmes and involve links with second-level schools and local communities. For this reason it will take some time for the effect of the programmes to be reflected in the actual numbers going on to higher education. The programmes will assist some students to meet the points requirement for courses, enabling them to obtain a college place through the standard CAO entry procedure. The other aspect of the programmes is the special entry arrangements through which more flexible entry criteria are applied and various supports put in place for students entering by this method.

In the technological sector, the Dublin Institute of Technology, Waterford Institute of Technology and the regional technical colleges have a comprehensive set of activities in which the colleges interact with second level schools and disadvantaged groups.

A policy decision has been taken by the Dublin Institute of Technology authorities that direct entry should occur in relation to second level students from disadvantaged backgrounds who do not meet the normal admission criteria. The recruitment and admissions committee of Dublin Institute of Technology is discussing details of this decision including the mechanism for its implementation and the quota of students involved.

The Regional Technical College Equality Network Project which arose out of the EU Programme New Opportunities for Women, is operational in six regional technical colleges. Programmes under the project are specifically aimed at encouraging more participation by women in third level education, with specific focus at women who have been disadvantaged by a lack of educational opportunities. These programmes include school taster programmes and a new module in mathematics for female transition year students.

In 1995, approval was given for a pilot scheme which enables holders of NCVA level 2 awards to progress to designated certificate and diploma courses in all regional technical colleges throughout the country. The scheme was extended to cover additional courses in regional technical colleges and the Dublin Institute of Technology in 1996. This pilot scheme is an important development in establishing alternative progression pathways for students to higher levels of education and training.