Dáil Éireann debate -
Thursday, 9 Mar 2000

Vol. 516 No. 2

Written Answers. - Disadvantaged Status.

Proinsias De Rossa

Question:

41 Proinsias De Rossa asked the Minister for Education and Science the way in which disadvantage is assessed for the purpose of the 5% quota of disadvantaged students for third level intake as proposed by the recent report into the points system; and the plans, if any, he has to ensure that this assessment is accurate in order that disadvantaged pupils from all schools are not unfairly excluded. [7131/00]

Michael Finucane

Question:

87 Mr. Finucane asked the Minister for Education and Science the initiatives, if any, he plans to put in place to expand third level participation by persons from a disadvantaged background. [7246/00]

Minister for Education and Science (Dr. Woods)

I propose to take Questions Nos. 41 and 87 together.

The Commission on the Points System, in its final report, sees initiatives to increase participation in third level education by students with educational disadvantage as being the culmination of a range of strategies throughout the students' schooling. The report of the commission has made a number of recommendations in relation to disadvantaged students. The principal recommendation is that the quota for disadvantaged students in third level education should be increased to 5% and the longer term aspiration would be to increase participation to rates more reflective of their size in the population as a whole.

The commission considers that, building on existing initiatives, there is a need to develop a national approach to ensuring special access schemes encompass disadvantaged students attending non-designated schools. While the commission recognises that there may be difficulties in this approach, it considers that there is a need to develop a definition of a disadvantaged student based on the individual student. In this regard, the commission suggests that the educational disadvantage committee to be established under section 32 of the 1998 Education Act, in consul tation with the Higher Education Authority and the Combat Poverty Agency, might advise me on the precise criteria for defining a disadvantaged student. The report of the commission is being considered by my officials and planning for an implementation strategy is under way.

In relation to initiatives focusing on the transition from second to third level and on the third level sector, many colleges have developed initiatives to promote disadvantaged access, through targeted funding provided for the universities by the Higher Education Authority and funding from within the overall financial allocations to institutes of technology. These initiatives involve links with second level schools and local communities. Examples of these activities include supervised study programmes, summer schools, study skills programmes and mentoring.

There are two aspects to these programmes, one involving assistance for students to meet the points requirements for courses, enabling them to obtain a third level 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 are put in place for students entering by this method.

The Higher Education Authority has commissioned Dr. Bob Osborne of the University of Ulster to undertake an evaluation of the socio-economic access initiatives funded by the Authority. It has also commissioned Professor Malcolm Skilbeck to advise on international issues and strategies in relation to access and equity in higher education. I understand these studies will be completed in late spring 2000 and they will inform the future development of policy in this area.