Dáil Éireann debate -
Thursday, 1 Feb 2001

Vol. 529 No. 3

Written Answers. - Disadvantaged Status.

Thomas P. Broughan

Question:

24 Mr. Broughan asked the Minister for Education and Science the final response rate to the survey on educational disadvantage conducted by the educational research centre; if he will publish the criteria used to establish educational disadvantage; the criteria used in the new programme to allocate resources to schools; the basis on which resources were allocated to schools which did not respond to the survey; and if he will make a statement on the matter. [2742/01]

Minister for Education and Science (Dr. Woods)

The Deputy is referring to the comprehensive survey of all primary schools, which was carried out by the Educational Research Centre in 2000 at the request of my Department. The purpose of the survey was to identify the level of concentration in each primary school of pupils with characteristics that are associated with educational disadvantage and early school leaving. Almost 75% of primary schools responded to the survey with completed survey questionnaires.

A number of accepted socio-economic variables were used to compute an index of disadvantage for each school surveyed. These variables included unemployment, medical card possession and residence in local authority housing which have been found in the past to be valid indicators of disadvantage at school level. Separate indices were used for rural and urban schools to reflect the findings of previous research that showed that educational disadvantage manifests itself differently in urban and rural locations.

Participating schools were ranked in order of the number of disadvantaged pupils enrolled.

The survey provides a valuable basis for directing resources to the areas of greatest need and the findings form the basis of the new programme which I announced earlier this month to tackle educational disadvantage at primary level. The programme involves expenditure of £26 million over a three year period including the allocation of over 200 new teacher posts and supplementary funding to primary schools with concentrations of pupils from disadvantaged backgrounds. The additional supports must be targeted at the disadvantaged pupils in each school. The programme has both an urban and rural phase and the allocation of resources on a 3:1 basis between the two is consistent with the survey finding in relation to the distribution of educationally disadvantaged pupils.

All of the schools identified as having enrolled pupils with characteristics of disadvantage have been invited to participate in the new programme. Almost 2,300 primary schools will benefit under the programme based on the levels of concentration of disadvantaged pupils in the schools as identified through the ERC survey. Details of the schools eligible for assistance under the programme have been published.

Resources under the programme have not been allocated to schools from which a response to the survey was not received before the end of August 2000. A number of issues in relation to the survey and the new programme will be the subject of ongoing research and investigation during the coming months and late responses and the issues of schools that did not respond will be included in those considerations.

Jimmy Deenihan

Question:

25 Mr. Deenihan asked the Minister for Education and Science if he will report on the demonstration programme on education disadvantage established in 1996 by the Combat Poverty Agency; if he has received a final report in respect of the demonstration programme; if he has considered this report; and if he will make a statement on the matter. [2716/01]

Minister for Education and Science (Dr. Woods)

A final report in respect of the demonstration programme has not yet been received by me. However, the approach used in the Combat Poverty Agency's demonstration programme – an inter-agency approach which brought together a consortium of interests whose collective expertise can address the needs of the target group in an integrated way – correlates very closely with my own policies and approach to tackling educational disadvantage.

Education can be a powerful force in promoting the opportunity for every person to develop to his or her full potential. There are strong links between poor educational achievement and leaving school without certification on the one hand and subsequent unemployment or under-employment on the other. Consequently, targeting supports at young people who are at risk of educational disadvantage and early school leaving is a priority issue for the Government.

The key principles underlying my Department's approach to countering educational disadvantage are: prevention, early intervention, targeting, individual needs identification, parental involvement and development, positive discrimination, curricular adaptation, methodological adaptation, in school and out of school services, mentoring, allocation of resources to schools subject to specific conditions, the integrated delivery of the services of local statutory and voluntary agencies.

These principles underpin the new programme for pupils in primary schools from disadvantaged backgrounds and "Stay in School" retention at second level which incorporates learning about the importance of integrated services from the 8-15 early school leaver initiative.

Additional programmes include second chance programmes through Youthreach, VTOS and senior traveller training centres, adult literacy/adult and community education programmes, third level access programmes and youth services. Legislative underpinning for this work is provided by the Education Act, 1998, and the Education (Welfare) Act, 2000.