Vol. 502 No. 3
58 Mr. Connaughton asked the Minister for Education and Science whether his decision to propose a regional structure for adult education suggests there is a similar case for a regional structure in other areas of education. [8185/99]
The Green Paper: Adult Education in an Era of Lifelong Learning sets out the range of agencies involved in the provision of adult education. These include eight Government Departments, a range of training agencies, the public library service, schools and colleges, employers, trade unions and professional, language, cultural, leisure organisations, voluntary bodies and broadcast media. The case for national and regional co-ordinating structures proposed in the Green Paper is based on the fragmentation of the existing system, the multiplicity of providers, the current low level of investment in adult education and training in Ireland, the lack of articulation and communication between the various sectors and levels, and the rigidities of service which are ill-suited to adult needs.
The key role of the National Adult Learning Council would be to promote the development of the adult education sector in line with emerging social and economic needs, to advise on policy and quality standards, promote the development and monitor the implementation of a co-ordinated strategy and to liaise with the key stakeholders in the field. The local adult learning boards were proposed to ensure similar co-ordination, information sharing, quality support and integrated area planning and implementation. The precise nature and form of such boards was not specified in the Green Paper so that the implementation of the recommendations could be discussed in the light of emerging developments generally in regard to local services reforms. The Green Paper is a focal point for extensive consultation and debate which will enable the Government to plan its priorities for the future development of the sector.
The fragmentation and diversity of adult education and training is not a feature of other levels of education. Rather than investing in regional education administrative structures, the priorities at these levels are to improve the range of services and the quality and relevance of provision to ensure optimum access, participation and benefit, and to support employment growth and competitiveness and full participation in society.
