Ciarán Cuffe
Question:178 Mr. Cuffe asked the Minister for Education and Science the mechanisms in place to police non-compliance with the Universities Act 1997. [15829/03]
Written Answers. - Third Level Education.
The Universities Act 1997 provides a framework of legislation that is compatible with the role, function and operation of universities in modern society. The Act, which was the first Act of general application to all the university institutions since the foundation of the State, was a culmination of an extensive process of consultation and debate both within and outside the Houses of the Oireachtas. Among the significant features of the Act was the provision for revised governance structures for the universities, which ensure that all major stakeholders are represented on the university governing authority which is the principal decision making body of each institutions. The Act also sets out a framework for interaction between the universities and central government. This framework strikes a measured balance between the institutional autonomy of the universities and the requirements of public accountability. The Act explicitly recognises the centrality of academic freedom and institutional autonomy to the mission of the universities, while addressing the obligations of the institutions in relation to equality of opportunity and access, quality assurance, the effective and efficient use of resources and the requirements of public accountability. The Higher Education Authority is given key functions in respect of these areas of the operation of the universities.
The Universities Act 1997, in addition to providing for strengthened governance arrangements at an institutional level, also provides a wider public interest protection in cases where the Minister is of the opinion that there are reasonable grounds for contending that the functions of a university are being performed in a manner which prima facie constitutes breach of the laws, statutes, or ordinances applicable to the university. This general protection is set out under sections 19, 20, and 21 of the Act, which provide for the appointment of a visitor at the request of the Minister in such circumstances. The visitor has powers to inquire into the academic affairs of the university or to conduct an inspection relevant to this inquiry. On foot of the recommendations of the visitor, the Minister may recommend to the Government the suspension of the governing authority and the termination of the membership of its members.
I assure the Deputy that all reasonable and necessary arrangements are in place to ensure that universities exercise full compliance with all of the legislative and other requirements within which they operate on a daily basis.
Paul Kehoe
Question:179 Mr. Kehoe asked the Minister for Education and Science the precise plans he hopes to put in place to encourage greater access to third level education; the budgets allocated to each plan; the timescale allowed for each plan; and if he will make a statement on the matter. [15804/03]
Since taking office, the promotion of quality in, and equitable access to, education including, in particular, higher education has consistently been identified as one of my key policy priorities. If we are to break cycles of disadvantage, open up opportunity and, indeed, optimise our broader economic and social potential we have to ensure the broadest possible level of participation in higher education. It is my over-riding objective that support has to be targeted at those who are most in need and at an appropriate level. This Government has ensured dedicated funding at an unprecedented level for third level access programmes. Such funding has increased from a base of €508,000 in 1997 to €26 million in the current year. This, together with targeted funding by the Higher Education Authority – over €6 million in 2002 – and to the institutes of technology, has enabled the implementation of many of the key recommendations in the report of the action group on access to third level education to be set in train. I anticipate that the national office for equity of access will be in operation prior to the start of the 2003-04 academic year and that it will facilitate the aim of increasing third level access by the three target groups, students from disadvantaged backgrounds, mature students and students with a disability. I am committed to progressing the report's recommendations further.
I was pleased, therefore, to announce, on 25 May 2003, a new package of measures costing €42 million in a full year, and for which provision will be made in the Department's estimates for 2003 and 2004, to further address and ameliorate the problems facing students from low to moderate income households in accessing third level education. This package combines substantial improvements in the level and coverage of the maintenance grant for those on low to moderate incomes, with increases in the level of top-up grant for those who are most disadvantaged. The key elements of the package are as follows: increasing grant levels by 15%, benefiting, it is estimated, approximately 56,000 students; and extending the thresholds and increasing the gradations from €0 to €32,000 for full grant, €32,000 to €34,000 for 75% grant, €34,000 to €36,000 for half grant and €36,000 to €38,000 for 25% grant. An extra 5,000 students will qualify for a full maintenance grant. Overall, it is estimated that some 11,000 students will receive some benefit for the first time. The amount of the top-up grant will be increased to the maximum personal rate of unemployment assistance. It is estimated that in excess of 7,500 students will benefit. The threshold for the €670 student service charge will be extended from €36,897 to €40,000 to benefit some 4,000 students from households with moderate incomes.
This substantial package of measures will provide the opportunity, in an unprecedented manner, for students from disadvantaged backgrounds to achieve their full potential in the education system. I recognise that third level access is only one part of the picture in addressing educational disadvantage and that success in third level education must be built on a solid foundation of general education which fosters self-esteem, a love of learning and experience of success in learning. Early investment in measures to address disadvantage is critical to success. I am determined, therefore, to continue to invest substantially in primary and post-primary education, including learning supports, curricular reforms and teacher development. All of these investments are inter-related and contribute to addressing disadvantage and supporting access to a quality education system.
Question No. 180 answered with Question No. 128.