Written Answers. - Disadvantaged Status.
Noel Ahern
Question:
347
Mr. N. Ahern
asked the
Minister for Education and Science
if, further to his recent announcement regarding improved maintenance grants for third level education for people from disadvantaged backgrounds, he will state when these new revised grants come into effect; the persons to whom they will apply; if the criteria for eligibility can be given; if the qualifying people will be established by a means test, geographic area or other yardstick; and if he will make a statement on the matter.
[26999/00]
On 14 September 2000, I announced the creation of an action group on access to third level education to advise me on the development of a co-ordinated framework to promote access by students from disadvantaged backgrounds, mature students and students with disabilities to third level education.
The creation of this group is in line with a commitment in the Programme for Prosperity and Fairness.
The Government is providing for a third level access fund totalling £95 million over the period 2000 to 2006, aimed at tackling under-representation by the three target groups.
As an indication of the Government's support in promoting equity in access and as an initial step, pending the findings of the action group, I announced the introduction of a special maintenance grant payable to disadvantaged grant holders, targeted at those most in need. The full rates of the special maintenance grant entail increases over the standard rates as follows: from £1,775 to £2,000 for students residing more than 15 miles from college; and from £710 to £1,000 for students resident within 15 miles of college.
The first instalment will be made to eligible students early in 2001.
I have indicated that I would expect that up to 10,000 students will benefit from this measure. This is, of course, a tentative estimate and the actual number of students to benefit will depend on the outcome to the action group's work. The group's terms of reference specifically require that it advise me, inter alia, on the development of targeted interventions and actions and the identification and tracking of the target groups.
I have asked the group to report to me within three months.
Noel Ahern
Question:
348
Mr. N. Ahern
asked the
Minister for Education and Science
his views on the situation in relation to CAO points and entry to third level colleges; if he will give details of the north Dublin access scheme for helping students from disadvantaged backgrounds to gain college entry with lesser points; if he will explain the criteria; and if he will make a statement on the matter.
[27000/00]
The report of the Commission on the Points System, which was published in December 1999, made recommendations in relation to a wide range of complex issues, including lifelong learning, access to third level education for mature students, students from disadvantaged backgrounds and students with disabilities, entry to health care courses, the leaving certificate grades and points system and many other topics.
I agree with the commission's main recommendation that the points system be retained on the basis that it is well established, is broadly fair and transparent and is generally accepted by the public at large.
Since the report was published, consultations have taken place with the Higher Education Authority, third level institutions and other interested parties on an implementation strategy with a view to addressing weaknesses and drawbacks in the present system while retaining its strengths.
The North Dublin Access programme – NDA – was launched by Dublin City University – DCU – in 1996. The NDA involves a network of sixteen schools situated within the vicinity of the following areas: Coolock-Darndale, Finglas-Cabra and Ballymun. The primary objective is to increase the third level participation rate of those leaving participating schools.
As regards the details of the NDA and the criteria, my Department has been advised that DCU are targeting all schools which satisfy the following criteria: be a designated school within the Department of Education and Science scheme for disadvantaged schools; be within the designated areas of the following area partnerships: Finglas-Cabra, Ballymun and Northside; not have selective entry for students; have little or no tradition of progression to higher education; are not a participant in an access programme of another university or third-level college; and, preferably, have data available for the last few years on both attrition rates and the first destination of leaving certificate students.
An integral part of the NDA programme is the direct entry scheme for school leavers. The scheme targets those who have the ability to benefit from higher education but who, for reasons of disadvantage, did not achieve their educational potential at second level and, accordingly, were unable to compete on an equal footing with other candidates for admission to higher education.
Students wishing to apply to the university through the direct entry scheme are asked to attend an interview, participate in the DCU summer school, complete a financial statement and produce academic records and references. Students are selected on the basis of their academic performance, level of motivation and degree of disadvantage. Every year up to 5% of first year places are made available to students from disadvantaged areas under the direct entry scheme who satisfy the following criteria: successful completion of the NDA summer school; a high level of motivation; socio-economically disadvantaged; minimum entry requirements of the university and any specific programme requirements; at least four Cs in higher level subjects in the leaving certificate examination.
Since 1996, my Department has provided funding through the Higher Education Authority to the universities, including DCU, for the targeted initiative aimed at disadvantaged school leavers. The total amount of funding for this initiative was £260,000 in 1996, increasing to £785,000 last year.
The targeted initiative involves links with second-level schools designated as disadvantaged, involving liaison and outreach work. There are two aspects to the programmes.
One involves assistance to students to meet the points requirement for courses, enabling them to obtain a college place through the standard CAO entry procedure. There are, for example, mentoring programmes and summer schools for potential students.
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.
The Higher Education Authority recently published a report, Evaluation of the Targeted Initiative on Widening Access for Young People from Socio-Economically Disadvantaged Backgrounds, by Professor Robert Osborne and Ms Helen Leith, which examined the efforts made by the universities to promote the participation of school leavers from less well off backgrounds in higher education under the initiative.
The goal of achieving equity in higher education is a central pillar of our educational policy. The Government is providing for a third level access fund totalling £95 million over the period 2000 to 2006, aimed at tackling under-representation by three target groups students with disabilities, students from disadvantaged backgrounds and mature students.
The completion of the Osborne report is timely as it is feeding into the ongoing work of the action group on access to third level education, which I established last September, to advise on measures which would tackle under-representation by disadvantaged students. This action group will advise me on the development of a co-ordinated framework to promote participation at third level by such students. I have asked the group to provide a report to me within three months.
