Dáil Éireann debate -
Tuesday, 12 Jun 2001

Vol. 537 No. 5

Written Answers. - Early School Leavers.

Pat Rabbitte

Question:

124 Mr. Rabbitte asked the Minister for Education and Science the most recent data on school drop out at junior cycle and senior cycle; the analysis which his Department has carried out into the concentration of this problem; the postal districts most affected; and the specific proposals he has for tackling this problem. [17140/01]

Minister for Education and Science (Dr. Woods)

The 1998 ESRI early school leavers survey of 1996-97 leavers indicates that about 81% of students currently complete second level education. Of these, 96.5% complete junior cycle and 3.5% leave with no qualifications, while a further 15.5% leave school after junior cycle but before completing senior cycle. In addition, it is estimated that some 824 pupils do not transfer from primary to second level school.

When account is taken of a range of factors such as inter-school transfer, these data are broadly in line with my Department's analysis in this area, which indicates a completion rate of some 83% for all pupils who entered first year of junior cycle some five to six years ago. Some 94% of students sit the junior certificate examination. The data are not available by postal district.

Given the vital significance of school completion for the life chances of our young people, I am very conscious of continuing to press for improvements in the numbers completing second level. As the Deputy will be aware, this is a complex and difficult issue with no easy solutions.

The correct approach is to advance on a number of fronts. First, we must ensure that there is a proper legislative underpinning to school attendance. I see the recently enacted Education (Welfare) Act and the newly established National Educational Welfare Board achieving this. We must also ensure that the curriculum provided in our second level schools meets the needs of all pupils. The leaving certificate applied and junior certificate schools programme are examples of measures which are making a real impact.

It is also essential that we assist schools in a focused manner in dealing with the problem of early school leaving. For that reason, strategies are in place to encourage and support schools in retaining pupils to completion of senior cycle. In this regard, the eight to 15-year-old early school leavers initiative was introduced in 1998. One of its key objectives is to test models of response to the problem of early school leaving, with a view to the integration of such models, after structured evaluation, into mainstream policy and practice. The projects strand of this initiative involves 17 specific projects in 14 areas. The initiative was originally introduced for the school years 1998-99 and 1999-2000 and has since been extended for a further phase up to 31 August 2002. At present, I am considering the expansion of the initiative to additional schools and areas which have the most severe problems with retaining pupils to the completion of senior cycle.

In June 1999, the stay in school retention initiative at second level was launched in 58 schools. This marks a significant departure from traditional policy in that funding is allocated to targeted schools on the basis of plans which they were helped to design themselves. This initiative was extended by a further 59 schools in June 2000. The selection of schools was based on an objective analysis of their retention rates. Accordingly, schools with the most significant difficulties were invited to participate in the initiative. This has allowed resources to be targeted at schools through which they would reach the greatest number of young people at risk.

Other initiatives such as the new programme – giving children an even break at primary level, the disadvantaged areas scheme and the home-school-community liaison scheme, which cover both primary and second levels, are targeted at the most disadvantaged areas and are designed to encourage pupil retention and assist young people realise their potential through participation in education.