Dáil Éireann debate -
Tuesday, 18 May 1999

Vol. 504 No. 7

Written Answers. - Third Level Places.

Ivan Yates

Question:

91 Mr. Yates asked the Minister for Education and Science if he has satisfied himself with the opportunities for students, who do not follow the leaving certificate and CAO route, to have their qualifications and experience recognised for the purpose of entry to third level. [12812/99]

Minister for Education and Science (Mr. Martin)

There are a number of opportunities open to students to enter third level education other than by the leaving certificate and standard CAO entry procedures.

For the first time in 1999, results under the leaving certificate vocational programme link modules will count for points for entry purposes into the universities. Under the new arrangements, students will be able to use points allocated in the link modules as one of their six subjects for the purpose of points for entry into courses in the universities and Dublin Institute of Technology – 30 points for a pass, 40 for a merit and 50 for a distinction. The Council of Heads of Irish Universities, CHIU, has indicated that the level of points may be adjusted in the future in the light of developments arising from the commission on the points system and from a review of student performance of entrants gaining credits under the link modules.

Recognition of results under leaving certificate vocational programme link modules has been available for some years in the Institutes of Technology. The points level awarded by the institutes is 30 for pass, 50 for merit and 70 for distinction.

Youthreach and a network of senior traveller training centres operate programmes for young people who have left school early with no qualifications. National certification is available at foundation level and level one from the National Council for Vocational Awards, and leaving cert applied options can also be pursued. Trainees can progress from there to plc courses, which are certified at level two by the NCVA, with a limited number of awards at level three. Plc courses are also open to those who have completed the established leaving certificate, the leaving certificate vocational programme and the leaving certificate applied.

Unemployed adults may return to education under the vocational training opportunity scheme or the back to education allowance schemes, and depending on prior educational levels, can pursue options at junior certificate, leaving certificate, or NCVA foundation level, level one, level two or equivalent. VTOS has supports in place to facilitate students who wish to progress to third level colleges, and those who do so may retain an allowance in lieu of social welfare entitlements under the back to education allowance scheme.

A higher education links scheme has been agreed by the NCVA with the institutes of technology under which holders of level two full awards can progress to designated third level courses. Details of the scheme are circulated annually to school principals and guidance coun sellors. In addition, students may progress from the institutes of technology to degree programmes.

In the university sector, the Higher Education Authority provides funding for initiatives specifically relating to disadvantaged students. One aspect of these initiatives involves special entry arrangements, through which more flexible entry criteria are applied and various supports put in place, for students entering through non-standard CAO entry procedures.

Third level colleges also have a range of measures in place to support access of mature students as non-standard applicants. For example, in the primary teacher training area, separate entry procedures, involving a competitive interview and oral Irish test, operate for mature students and university graduates who wish to train as primary teachers. The NCEA, in line with its commitment to lifelong learning and the facilitation of access to and progress within the higher education system, launched a foundation certificate in 1998. This course is aimed at adult learners who wish to return to study after a break in their educational experience and who may not have benefited from, or had access to, previous educational opportunities. An annual guide for mature students on entry to full time third level courses is published by the Department of Education and Science.

Under the terms of the Qualifications (Education and Training) Bill, 1999 currently being debated by this House, it is proposed to establish the national qualifications authority of Ireland and two new awarding councils – the further education and training awards council and the higher education and training awards council. The qualifications authority will have as a key function the role of setting out procedures for access transfer and progression to be implemented by providers of education and training. All providers of education and training with programmes validated by either of the two new awarding councils or which have delegated authority from either of the two councils to make awards, as well as the Dublin Institute of Technology and any new university that may be established, will be required to implement the procedures for access, transfer and progression that the qualifications authority is to set out. In relation to the existing universities, they will be required to co-operate with the qualifications authority and their implementation of the procedures for access, transfer and progression will be reviewed by the qualifications authority, in consultation with the Higher Education Authority. The outcomes of such reviews will be published by the qualifications authority.

It is also of note that I set up the commission on the points system on 15 October, 1997. The setting up of the commission met a commitment in the Government's An Action Programme for the Millennium, which included as a key priority the appointment of a high-powered group to examine the points system.

The commission issued a consultative process – background document in September 1998, which analyses the submissions made and outlines the research undertaken on behalf of the commission as well as examining international experience. The commission subsequently has issued two research papers and intends to issue further research papers in the near future. The commission is aiming to report in late summer-early Autumn 1999.