Dáil Éireann debate -
Wednesday, 2 Dec 1998

Vol. 497 No. 6

Written Answers - Education Reform.

Pat Rabbitte

Question:

111 Mr. Rabbitte asked the Minister for Education and Science his response to the recently published ESRI report, Trading Qualifications for Jobs, in which it was suggested that the education system should be reformed to provide more flexible, vocational and longer duration courses, particularly for slow learners; if he will act on the recommendations of the report; and if he will make a statement on the matter. [25787/98]

Minister for Education and Science (Mr. Martin):

The ESRI report examined the issue of over-education in the labour market, using a survey of school leavers who left school in the school year 1985-6. The respondents were first inteviewed in mid-1987 and again in late 1992.

Since the time these respondents were last interviewed there have been major changes in developments in the education system. Early Start and Breaking the Cycle were introduced, teaching counsellors were appointed and the home-school liaison scheme and remedial and guidance services further expanded and developed. The number of educational psychologists in the service was expanded and a report has been completed on the establishment of a national educational psychological service. This is critical to the early identification and remediation of learning difficulties.

Support services have been established to provide systematic support for schools in implementing a range of new curricular developments, including IT2000. The junior certificate schools programme, the transition year, leaving certificate applied and leaving certificate vocational programme have all been expanded, and of the order of 60,000 pupils annually are now following these programmes in the second level system.

Second change education has also developed, from an initial start with 1200 students in CTOS and Youthreach in 1989, to approximately 16,000 in 1998, including those on back-to-education programmes. A counselling, guidance and psychological service has been introduced for Youthreach, and child care support has been made available for Youthreach and VTOS.

These developments have been accompanied by substantial increases on PLC courses and in third level colleges and, more recently, by the introduction of maintenance grants for PLC courses. For example, third level full-time enrolments increased from 53,000 in 1985-6 to around 103,000 at present, while PLC enrolments increased from roughly 12,000 to approximately 23,000 in both instances.

The National Council for Vocational Awards has developed national certification for a wide range of vocational education and training programmes ranging from foundation level to level 3. With the implementation nationally of level 1 certification from March 1999, there will be a continuous route of progression for young people and adults who left school early from foundation level to level 2, PLC courses, and from there to third level. Legislation to underpin the establishment of a national qualifications framework for all non-university vocational education and training is on schedule for publication early in the new year.

The Government has recently published a Green Paper, Adult Education in an Era of Lifelong Learning, which sets out a range of recommendations for consultation and debate on the future development of the adult education sector. It is my intention to continue to adapt and review the education system to ensure its responsiveness and relevance to ongoing needs.