Dáil Éireann debate -
Tuesday, 17 Dec 2002

Vol. 559 No. 5

Written Answers. - Traveller Resource Teacher Programme.

Seán Crowe

Question:

220 Mr. Crowe asked the Minister for Education and Science the progress to date on the Traveller resource teacher programme and the visiting teachers for Traveller children; the number of teachers employed under this scheme; the schools they are employed in or by; his views on whether these programmes have been successful; and the evidence he can provide to demonstrate that these programmes have led to a real difference in the numbers of students from the Traveller community staying in primary and secondary education. [26630/02]

Seán Crowe

Question:

221 Mr. Crowe asked the Minister for Education and Science the progress of the Traveller education service; the reason the commitment under the PPF to provide a high level civil servant dedicated to oversee the progress of the service has not been honoured; the reason the higher level official who was designated to work on it was transferred to a different section of his Department; his plans with regard to the service; when dedicated civil servants will be working on the Traveller education service; and the other commitments his Department has failed to honour which were made under the PPF. [26631/02]

Seán Crowe

Question:

227 Mr. Crowe asked the Minister for Education and Science if his attention has been drawn to the literacy rates in the Traveller community; the figures in this regard; his views on whether these figures are acceptable; the resources which have been invested to specifically tackle the low level of literacy in the Traveller community. [26637/02]

Seán Crowe

Question:

228 Mr. Crowe asked the Minister for Education and Science his plans to carry out a cost benefit analysis of the money invested in edu cation for the purpose of improving access to education for members of the Traveller community; and if he will consider carrying out such an analysis. [26638/02]

Minister for Education and Science (Mr. N. Dempsey)

I propose to take Questions Nos. 220, 221, 227 and 228 together.

Substantial improvements have been made with regard to the number of Traveller children participating in the education system. Information to hand indicates that participation at primary level is very close to 100% and that the estimated 5,500 Traveller children involved are enrolled in age appropriate classes in primary schools. Indications also suggest a very high level of initial transfer to second level but that significant drop-out occurs in the first year. However, the numbers participating at second level have increased substantially from 600 to 1,384 since 1997. The majority of Traveller children leave mainstream schooling prior to completing the junior cycle. A small percentage transfer to senior Traveller training centres.

Key initiatives taken by my Department in the area of Traveller education include:

– the dissemination of "Guidelines on the education of Travellers in primary and second level schools" aimed at facilitating greater access to schools and to ensure that Traveller children will participate in and benefit fully from the education system. These guidelines issued to all primary and post-primary schools in March 2002.

– the introduction of the school completion programme which is aimed at promoting the retention and participation in schools of those most at risk or potentially at risk of early school leaving. This includes the use of tracking systems to ensure that pupils, including Traveller pupils, are retained in school and supported in making the crucial transition from primary to post-primary level.

– the appointment of a national education officer for Travellers.

– the visiting teacher service for Travellers involves 42 teachers who are specifically dedicated to supporting the participation of Traveller children in the education system and working with Traveller families to this end. The operation of this service is managed by my Department's inspectorate and the visiting teachers are located throughout the country.

The policy is to support the full integration of Traveller children in mainstream schools. Traveller children attending primary schools are supported by approximately 400 resource teachers for Travellers. My Department also allocates additional teaching resources to second level schools to cater for the special needs of Traveller children. The additional allocation is generally of the order of 1.5 hours per pupil per week. To date, 124 whole-time equivalent teaching posts have been allocated to support Traveller children at second level.

There are four special schools dedicated to the specific needs of Traveller children for whom placement in a mainstream school would not be appropriate. A network of 29 senior Traveller training centres provide integrated education, vocational training and work experience for Travellers aged 15 and upwards who have left school early with minimal or no qualifications in a culturally supportive environment. Special classes are also provided for adult Travellers under the various adult education schemes. In line with the commitment in the PPF my Department appointed a high level officer to take a lead role in co-ordinating the development of a continuum of supports to facilitate Traveller participation in education at every level. However, the person appointed to this position has recently transferred to work outside the Department.

Arrangements will be made to appoint a replacement officer early in the new year. While there has been no assessment of the literacy attainment levels of Traveller children to date, the view is that Traveller children at primary level are on average two years behind the settled age cohort in terms of literacy levels. The gap increases as Traveller children approach post-primary level. Many Travellers opt out of post-primary school because of difficulties with literacy. A significant proportion of young adult Travellers have difficulties with reading and writing. Significant resources are being made available to tackle low literacy levels. Resource teachers for Travellers focus particularly on literacy issues.

An evaluation of the pre-school service for Travellers was carried out by the education support and research unit of my Department. The report which will be published shortly makes significant recommendations in the whole area of pre-school education for Travellers.

My Department intends to evaluate Traveller education at primary and post-primary levels in the near future. Preliminary plans are in place and it is hoped to initiate the evaluation during the present school year.

The National Education (Welfare) Bill was enacted by Dáil Éireann in July 2002. It deals primarily with the following issues: non-school attendance; issues relating to the educational welfare of children experiencing difficulties in school attendance; and early intervention in addressing the problem of non-attendance. The Bill raises the minimum school leaving age to 16 or the completion of three years of the junior cycle, whichever is the later. This development involves the first ever national response to supporting school attendance and should make a positive contribution to improving participation rates among Traveller children.