Vol. 711 No. 3
6 Deputy Brian O’Shea asked the Tánaiste and Minister for Education and Skills if she has read the report produced by Engineers Ireland called the Task Force on Education of Maths and Science at Second Level; if she will consider implementing all of its proposals; and if she will make a statement on the matter. [23713/10]
I welcome the report of the task force and the positive support it gives to the developments under Project Maths. I am committed to boosting attainment levels in maths and encouraging more students to study the physical sciences in senior cycle and to choose careers in the fields of science, technology, engineering and mathematics.
A Project Maths implementation support group, which includes a representative of Engineers Ireland, will report to me shortly on how best an industry-education partnership can add value to Project Maths, promote positive attitudes to mathematics and encourage more students to study mathematics at higher level. The Engineers Ireland report recommends that Project Maths should be adequately resourced in terms of materials and continuing professional development for teachers. Some €5 million is being invested in professional development for teachers this year, building on a €3 million investment in 2009. Project Maths will continue to be a priority for investment in an ongoing programme to at least 2013. The report also places strong emphasis on ensuring that mathematics teachers are adequately qualified, but quotes an incorrect assumption that only 20% of teachers have mathematics as a major qualification in their degrees. The data available from the Teaching Council, when applied to the estimated 5,900 teachers teaching mathematics, would suggest that 65% hold a major qualification in mathematics. Upskilling teachers through postgraduate programmes will form a major element of Project Maths and funds for intensive programmes have been provided in 2010 to begin this process.
The task force report also states incorrectly that a major proportion of science teachers are not qualified to teach the subject. This is not the case and the 2002 report of the task force on physical sciences, from which the data were quoted, made it clear that there was no evidence that leaving certificate physics or chemistry were being taught by teachers lacking a significant qualification in the subject.
Nevertheless, there are many useful recommendations in the report that my Department will be pleased to take forward in discussion with stakeholders. In particular, a range of concrete actions are suggested in respect of Engineers Ireland in supporting the work of schools and colleges, building on the excellent work already under way under the STEPS programme as part of the Discover Science and Engineering initiative.
I thank the Tánaiste for her reply. I am interested to hear there is a dispute over some of the factual accuracy of the statistics. I trust the Tánaiste has moved to clarify and get agreement. In fairness to Engineers Ireland, it asserts that between 20% and 25% of the teachers in question have a degree in mathematics, but it is uncertain as to how many of the remaining teachers' degrees, while including mathematics as a major subject, were actually in mathematics. The same question pertains to science.
Surely the Tánaiste will take on board the fact that our outcomes, as measured by the Programme for International Student Assessment, PISA, would suggest we are on or just below average where mathematics and science literacy as opposed to reading literacy are concerned. Project Maths is a good place from which to start, although there are some reservations.
Will the Tánaiste indicate how many of the task force's 18 proposals will be implemented by her Department? Does she recognise the need for some type of on-line upgrading of mathematical and science teaching skills for existing teachers? Will she have regard to the model of Hibernia College, which has been successful in upgrading on-line those teachers who want to improve their skills at their own cost? What steps will she take to resource Project Maths with the qualified teachers it requires?
Regarding the numbers, the report showed 20%. The figures——
Some 20% to 25%.
Yes. These figures originated from the Royal Irish Academy and were repeated by the Expert Group on Future Skills Needs. However, the Teaching Council indicates the figure as being 65% based on the fact that, when one has an acceptable qualification to teach maths, one must have at least 30% of overall content within the syllabus.
We would take on hand a number of the other recommendations made by Engineers Ireland, for example, the use of ICT in the delivery of programmes, which is being integrated in the development for the teachers in question. It is a positive way to access teaching and there are also new types and formats, such as blended learning, etc.
As to incentivising teachers and students through awards, Engineers Ireland is interested in working with us. Other recommendations include consistent quality tests at the end of primary education and the use of transition year to encourage young people. These are enterprising recommendations and can be accepted and worked towards. Another question concerned how to improve continuity and linkages between primary, post-primary and third levels. These are issues which I will certainly be taking on board as part of ongoing development work. The engineers are involved themselves with work we are doing on more career guidance and so on.
The Tánaiste seems very open to the suggestion. Is she aware that the Teaching Council is blocking or resisting efforts by Engineers Ireland and others to get into the area of the upgrading skills for the teaching community? That is now the case, and Hibernia College is not recognised by the Teaching Council even though it is one of the major providers of national school teachers. I offer this by way of information rather than as a question, because there is a closed educational community with regard to information.
It is not on the Teaching Council.
One of the 18 recommendations in the report is that science should become a compulsory subject for the junior cycle, because of our poor track record in PISA studies and our aspirations to become a knowledge economy. What is the Minister's view on this? At the moment, 21 EU states currently have science as a compulsory subject at junior cycle, but we do not.
One of the outcomes of the increase in the pupil-teacher ratio was that many minority subjects were cancelled from school timetables. Is the Tánaiste gravely embarrassed by the fact that over 55 schools dropped a science subject last September, at a time when she and her Cabinet colleagues were telling us all about these documents on an innovation task force, the smart economy and so on? The hard fact is that we are losing science subjects in our schools. That has been brought about as a result of the reduction in the pupil-teacher ratio.
I have one final question.
That was a statement, actually.
The STEPS programme is produced by Engineers Ireland. It is a wonderful programme where they bring their own engineers into primary schools all over the country. A very small amount of money comes in from the Department of Education and Skills, but it provides a major additional benefit to those primary schools. Is there a guarantee that this money is in place next year?
The Department of Enterprise, Trade and Innovation also supports Engineers Ireland. I met its representatives on a number of occasions when I was in that Department and I asked them to do a number of things. They were a very forthcoming and progressive group of people. We continue to have challenges to our public spending. That is an issue and it is why we are looking at sharing a number of specialist teachers in particular areas, so that we can provide that curriculum choice.
There is no intention to make science compulsory, but I have checked the numbers and it may as well be compulsory, because a significant percentage of young people take science for their junior certificate examination. Much of that has been built up due to an appreciation at secondary schools that many students wish to take specialist science subjects at leaving certificate level. The real issue is related to the specialist subjects over and above biology.
I would not have thought chemistry and physics were specialist subjects over and above biology. We are talking about science.
There are pure people who take chemistry. Biology is more often taken——
It may be the most favoured, but it is a science subject.
Please, allow the Tánaiste to reply.
The numbers are going down.
I smiled at the Deputy's remark that Hibernia College was not on the Teaching Council. I have been in discussions with Hibernia College in respect of the delivery of a number of programmes on re-skilling people with certain qualifications who wish to convert them into teaching qualifications. Not everybody who gets a teaching qualification will automatically get a job, but I believe the college has done a great amount of work and has been able to deliver a number of highly trained teachers, and my own people in the Department have told me this. There is no ethos or anything else attached to it, just in case the Deputy is worried that such a choice is not there. I would also like to advise the Deputy that I appointed somebody today from Hibernia College to the Teaching Council.
That is good news.
7 Deputy Róisín Shortall asked the Tánaiste and Minister for Education and Skills when she intends to publish the Qualifications (Education and Training) Bill to merge the National Qualification Authority of Ireland, Further Education and Training Awards Council and Higher Education and Training Awards Council; the reasons for the delay in publishing this Bill; the savings which will occur when the Bill will become law; and if she will make a statement on the matter. [23729/10]
The Government approved the general scheme of the qualifications and quality assurance (education and training) Bill, which provides for the establishment of an amalgamated qualifications and quality assurance agency, provisionally titled "Qualifications and Quality Assurance Ireland", on 13 January 2010. Drafting of the legislation has been progressing since then. The amalgamation presents a considerable legislative challenge as it involves consolidating and amending functions currently performed by at least five separate agencies. It is intended that the legislation will be published in the autumn and that the new body will be established in 2011. Administrative preparations for the amalgamation of the bodies concerned have been advancing in parallel with the preparation of the legislation. In January, my predecessor established an interim board of the new agency, comprising the chairs of the National Qualifications Authority of Ireland, the Higher Education and Training Awards Council, the Further Education and Training Awards Council and the Irish Universities Quality Board, whose functions are to be taken on by the new body. The interim board is currently arranging for the appointment of a chief executive officer designate, who will also act as chief executive officer of the NQAI until the amalgamation. The interim board and the CEO designate, in co-operation with the existing agencies and my Department, will co-ordinate the administrative arrangements for the establishment of the amalgamated qualifications and quality assurance agency. It is expected that savings will arise as a result of the amalgamation, although it is likely that once off up front costs arising from the process will be incurred. However, it should be noted that the NQAI, HETAC and FETAC have already delivered very significant savings since the announcement of the amalgamation in October 2008, with the bodies' Exchequer allocation for current expenditure in 2010 being approximately 25% lower than the outturn in 2008. Further savings may be achieved through the removal of parallel structures and streamlined and shared corporate services, including accommodation.
I thank the Tánaiste for her reply. What are the implications for the NUI in respect of this legislation? Am I right in thinking that the dissolution of the NUI was related to this announcement?
No, that is a separate issue.
I understand that this decision was taken in the 2008 budget, and the Tánaiste is telling us that the Bill will be before the House in the autumn. It has taken three full years to bring these authorities together.
That is fast for the Department of Education and Skills.
I want to congratulate the Tánaiste on the speed at which her Department works.
I do not think that is a question.
8 Deputy Phil Hogan asked the Tánaiste and Minister for Education and Skills the intervention made by FÁS to enable unemployed apprentices to finish their apprenticeship and thereby either travel with their recognised qualifications or attempt to set up businesses here; and if she will make a statement on the matter. [23570/10]
A wide range of measures has been initiated through FÁS to support over 4,600 redundant apprentices to make progress with their apprenticeships in 2010. These measures are in addition to measures which in 2009 supported over 3,200 redundant apprentices. Over the two years, FÁS will have supported the progression of over 7,800 redundant apprentices. The main measures are as follows. First, FÁS has put in place an interim measure whereby 3,200 redundant apprentices may progress to the next off-the-job training phase of their apprenticeship this year, of which over 2,500 have already begun. This is in addition to the over 2,400 redundant apprentices who were assisted to progress in 2009. Second, we are introducing a new redundant apprentice placement scheme through FÁS which will utilise €4 million to subsidise the on-the-job training at phases three and five of up to 750 apprentices. This scheme is to replace and expand the redundant apprentice rotation scheme introduced last year, which supported 460 apprentices. I will be formally launching the details of this scheme in the coming weeks. Third, a joint ESB Networks and FÁS programme will provide up to 400 places over a period of 18 months and of these, 335 have completed or are currently in training. Fourth, FÁS is inviting 300 redundant apprentices to undertake assessments at the final phase of their apprenticeship in the trades of carpentry and joinery, electrical, plumbing, brick and stone laying and plastering. In addition, redundant apprentices registered for four years who have successfully completed all phases of their apprenticeship, but who have not yet completed the required four years in employment as an apprentice in the specified trade, will be contacted by FÁS to submit a portfolio of evidence under recognition of prior learning for consideration by the national apprenticeship advisory sub-committee for the award of the advanced craft certificate. Finally, over 175 redundant apprentices have enrolled so far in 2009 and 2010 in existing trade-related specific skills training courses and evening courses that are available at FÁS training centres to enhance their employment skills.
I thank the Minister for her response. What incentives, if any, does FÁS offer to employers to take on apprentices, particularly those who have only to do a small amount of work experience to be fully qualified? Does the Minister have any information on apprentices who may be put on short time? I have come across a number of apprentices in that position; they are technically employed but cannot finish their training because they have been put on short time by their employer. What does the Minister have to say about granting permission to submit portfolios to apprentices who have completed phases one to seven but not the required four years work? This is essential if apprentices are to work here or abroad in their profession.
On the final question, we are in the process of contacting those people to see if we can, on the basis of the experience they have thus far, allow the certificate to be given to them. There is an appreciation that four years work experience cannot be achieved.
On the issue of incentives, as Deputy Stanton knows, there are agreed industry rates for specific apprenticeships and we make a contribution of €250 per week towards employment costs incurred on a 39-hour working week. When we established the rotation scheme a number of issues were raised which did not fine-tune what we wanted to achieve. The placement scheme will allow us to incentivise the employer to take on a redundant apprentice, even though they may keep one of their own, so that person can achieve his or her qualifications. We had to evaluate the criteria. We were not particularly happy what we wanted to achieve was being achieved so we have reviewed the criteria. I hope to have the information available very soon. We have a few people in the scheme because I wanted to get it started but we are reviewing the criteria to facilitate other people.
Will the Tánaiste comment on the situation in which some apprentices on short time find themselves? It is a limbo situation. Will she look into it? Does she have any information on the number of apprentices who might be in that position and can she do anything to help them?
I will try to see what is the situation with those apprentices. We are trying to work with the reality, which is that a number of people are finding it quite difficult to complete apprenticeships. We also have people who have completed apprenticeships and who wish to convert, and we have introduced a number of conversion courses for those who want to have an additional qualification in, for example, the new energy initiatives. I do not have the number of those who are not redundant but who are working but not getting enough experience. I will certainly speak to the apprenticeship people and see whether there is a way in which we can address these concerns.
9 Deputy Frank Feighan asked the Tánaiste and Minister for Education and Skills her policy to position Ireland as a destination country for international education; and if she will make a statement on the matter. [23639/10]
The Government decided in July 2009 to put in place a new framework for the promotion, regulation and co-ordination of international education services.
In line with the Government's decision I am committed to promoting Ireland as a centre for international education in a way which is sustainable, which has the needs of learners at its heart, and which develops mutually beneficial relationships with countries which are strategically important to Ireland's long-term national interests. A number of steps have already been taken and other measures are in course of implementation.
Enterprise Ireland has been given responsibility for promoting and developing the national education brand, and for developing international higher education in Ireland. It is working closely with Fáilte Ireland who have retained responsibility for development of the English language sector.
The National Qualifications Authority of Ireland has taken on responsibility for regulation of international education, including the internationalisation register, which governs access by non-EEA students to the labour market and the voluntary recognition scheme for the English language sector.
The forthcoming qualifications (education and training) Bill, which will be published in the autumn, will give the amalgamated qualifications and quality assurance body responsibility for introducing a new statutory quality mark and code of practice covering both the academic quality and the pastoral care of international students.
The Government has also established a high level group on international education, which brings the relevant Departments and State agencies together with representatives from the educational sector to facilitate more effective co-ordination of national approaches to international education.
The high level group has been tasked with producing a action plan for enhancing Ireland's performance as a centre for international education.
The action plan will set out a vision, which will be shared by Government and the education sector, for Ireland's internationalisation objectives over the coming five years. It will propose targets in a range of areas against which progress can be measured. It will also make a number of recommendations in areas where progress is required. These will include enhanced inter-institutional collaboration, the development of a strong national brand, consistent and supportive State actions and policies and the creation of internationally oriented and globally competitive institutions.
I have set the high level group a deadline of late summer for submission of this action plan, and I understand the group is on target to reach this deadline.
Will the Minister accept that we are effectively ten years behind other English speaking countries which have managed to carve out a very significant niche in the area of international students coming to their respective countries? In 1999, her previous Department launched a document called Asia Strategy, as she will be aware, and it set out the ambitious target that by 2009 17,000 students should come from the Asia market, which is particularly lucrative. The figure for 2009 was 3,594. It is completely shambolic for her to say in the House that new targets will be established when we have not even managed to achieve the targets we set ourselves in 1999. Has the Minister met the Minister for Justice, Equality and Law Reform on this specific issue? The net problem is the fortress attitude of one Department in respect of providing visas to young people to come to this country.
On the statistics, it is important to state how many people are here; a total of 26,000 international students studied in Irish higher education institutions, HEIs, in the academic year from 2009 to 2010. This is broadly similar to previous years. Approximately 94,000 international students studied in English language schools recognised by the Department of Education and Skills. It is a decrease from the 120,000 students in 2008 but there are issues, including the global downturn and currency fluctuations, which have caused the decline. That being said, as Deputy Hayes knows, the Asia strategy is being reviewed and the Minister for Enterprise, Trade and Innovation will introduce a new strategy on trade which will set down further targets. There have been issues in setting a quality mark, which is something I continue to believe is hugely important.
Yes.
Other issues include the lack of pastoral care and I will introduce a code of practice on that. On cannot expect people coming here to make decisions, particularly if they are not from our culture, and not have a pastoral care aspect.
In setting down the targets I do not disagree that we are behind the curve when it comes to the internationalisation of our education. We have had internationalisation with regard to medical students, something we have benefited from greatly in trade policy. That being said, we can continue to see this as a very viable option. There is great eagerness by those in those institutions to provide third level education and the teaching of English. We must have those assurances and I am hopeful we can continue to grow and develop this sector.
There is a shared view on this matter, and we have discussed this previously at meetings of the Joint Oireachtas Committee on Education and Science, so I will cut to the chase. What is the level of responsibility within Enterprise Ireland for the promotion of education? What official has responsibility? Is it a senior official? Is it someone's full-time day job or is it a part-time add on? If the Tánaiste does not have the information to hand, she might communicate it to me. If it is an add on then it is not a job at all.
In her reply, the Tánaiste referred to the high level group co-ordinating all of this. Who is the representative from the Department of Justice, Equality and Law Reform on that group? Again, if the Tánaiste does not have the information, she might communicate it to me. If it is not a principal officer, or preferably an assistant secretary, it is a waste of time.
With regard to the action that the Tánaiste's Department can take, what action has it taken to close down bogus universities masquerading as Irish universities? I know the legal advice is that one cannot move until one has 120% proof, but these are fly-by-night operations. There is such a thing, in a legal senses, as firing a shot across the bows.
If I remember correctly, Enterprise Ireland has a specific section to look after the internationalisation of education and last year, I signed a statutory instrument to allow it to participate in education.
Will the Tánaiste come back to me with full details?
I will ask the Minister for Enterprise, Trade and Innovation to get them.
On the issue of the representative from the Department of Justice, Equality and Law Reform, I cannot remember his name but he is at a high level.
Is it the same person who is dealing with CAB?
There has been significant progress and my people and the ETNI people would be very anxious that we would move this very quickly. There is an appreciation, from the perspective of the Department of Justice, Equality and Law Reform, but I feel with the register, the quality mark and the assurances which can be given——
What about bogus universities?
On the issue of bogus colleges, it is important to say — I did not have the information to hand when I spoke to the Deputy previously — that a number of colleges have been removed from the register. One has been reinstated on the basis that the issues of concern have now been addressed. We have also had the threat of removal from the register by the Department with a number of the colleges. I was of the view that perhaps we could close them like we closed head shops, although I was told I was a bit more exuberant than I should have been, based on the legal advice. The appropriate thing to say is that when we are encouraging people to come here to study English at third level that they are acutely aware, as part of our brand and marketing strategy, that colleges must be on the register and have a quality mark. We will be very cognisant of the fact that people are well-informed before they make decisions.
If we had accepted legal advice, the Criminal Assets Bureau would never have been established.
Can I take it from the Minister's reply — I hope this is the position — that she will now be the Minister directly responsible for international education in this country?
Yes.
That has been the big problem so far. It has been cut across three or four Departments, no one has responsibility for it and everyone else has moved ahead of us over the last ten years. If I can take that as given, that is a good starting point.
I am the person who will be working——
The Minister knows it well from her previous job.
——with the internationalisation of education and the other sections of the public service which are not under my responsibility will be under my responsibility when it comes to this issue.
10 Deputy Jim O’Keeffe asked the Tánaiste and Minister for Education and Skills the steps that are being taken to ensure that applicants for third level maintenance grant for the academic year 2010/2011 will not face delays in view of the record number of applicants for third level college places for the forthcoming year; and if she will make a statement on the matter. [23648/10]
I am very conscious of the difficulties created for grant awarding authorities and for individual students following the unprecedented surge in student grant applications in 2009. Therefore, I am pleased to inform the Deputy that I have prioritised a range of initiatives to facilitate speedier processing of grant applications in 2010. This includes the introduction of a new, greatly simplified, application form and explanatory notes, which were made available on the www.studentfinance.ie website in recent weeks, considerably ahead of last year’s time frame. In addition, I published the grant schemes for 2010 last week, some months ahead of the publication date last year.
My Department is currently working closely with the VECs and local authorities to advance development of a scaleable on-line application facility for which tenders have already been sought. My Department is also examining the possibility of a further roll-out of payments to students by way of electronic funds transfer which proved very successful in the pilot phase in 2009-10. The issue of cash flow for grant awarding authorities has also been addressed through the introduction of an advance payment arrangement. Taken together, I am hopeful that all of these measures should serve to assist awarding authorities in the earlier and more efficient processing of student grants this year.
In the longer term, a more fundamental restructuring of the whole grants administration function will be facilitated by the passage of the Student Support Bill. I am currently re-assessing the organisational options provided for in the Bill with a view to streamlining operations and maximising administrative efficiencies in line with the Government's wider programme of public service reform.
What is holding up the Student Support Bill? When does the Minister expect to progress the Bill through Committee Stage and bring it before the House in order that it can be passed? Are many students still waiting for grants this year?
I sincerely hope not.
We do not know. Can the Minister tell us when she expects students to begin receiving confirmation of whether they have been successful in their applications for grants? Will it be in September or October? In other years this went on until November, December, January, February and March and people were waiting. Does the Minister realise that very often it is the poorest of the poor, the most vulnerable and those who are most under pressure who are left until last? Is she aware of or has any research been carried out into the number of students many of whom have had to drop out of colleges because they did not receive a grant in time in the past year?
A few grants have not been paid but many of those cases are due to the fact that inadequate information was provided. There is only so much that the people working at the coalface can do.
That is fair comment.
All of us as practising politicians dread August because it is the time when we all have to fill in the forms ourselves because people are wary of them. We have done a number of things.
Change the forms.
The Deputy might have seen the form. It is very simple.
It is.
It is very easy to respond to.
It is a big improvement.
I hope that will be of benefit in making sure that people have all of the requisite information that is required. I am not aware of anyone who has stepped out of college because of the difficulties. I am very cognisant that we need to get this matter streamlined. Students can apply through the CAO and make a very good job of it, yet they cannot apply for the student grant scheme because they seem to be afraid of it. I want to make sure that we can transfer that ability into the summers. I have also asked that career guidance teachers be made aware of the new scheme to allow, facilitate and encourage students to apply, in a similar fashion to the points system when they sit down with a big red letter and say, "You must do this, you must do that". They could do the same thing with the student grant scheme. I hope to try to get the scheme, payments and acknowledgements of eligibility as quickly as possible because I am aware of these types of issues and the angst it provides, not just for students but mainly for their parents.
One issue which I would like the Minister to examine, even in advance of the Student Support Bill which has been put to one side for the past number of years, is the question of independent residency, in particular for mature students, many of whom are trying to——
It is a later question.
Will we get to it?
We do not want to anticipate the question.
Deputy O'Keeffe tabled this question. The point he wanted to raise is the question of independent residency for mature students. There is a difficulty, in particular for those mature students who are in rented accommodation and simply cannot get the documentation to satisfy the requirements of the grant system. Will the Minister examine the issue?
They will not accept independent applications.
There is an answer to it in a later question. We have exceptions. We had this problem a couple of years ago, as the Deputy is probably aware where we had students from the European Union, mar dhea, coming in and taking up places. All sorts of issues arose. It has stopped because we have been able to deal with those issues. There are two issues. One has to make sure, given the scarce resources we have, that people who have entitlements get paid and do not lose out. Where there are flexibilities with regard to the scheme the Department, through the VECs and county councils, try to address that issue. If there are specific issues my Department or I will be more than happy to facilitate them.
11 Deputy Joe Costello asked the Tánaiste and Minister for Education and Skills if she instructed the Higher Education and Training Awards Council to enter into discussions with Ballyfermot College of Further Education, Dublin 10, with a view to validating its courses with an official Irish accreditation; if her attention has been drawn to the fact that this college offers a range of unique courses which have, in the past, required accreditation from UK-based bodies; if her further attention has been drawn to the fact that this situation is no longer necessary in view of the development of HETAC and Further Education and Training Awards Council; and if she will make a statement on the matter. [23717/10]
The Higher Education and Training Awards Council, HETAC, is a statutory agency established under the Qualifications (Education and Training) Act, 1999. I am not empowered to issue instructions to HETAC on the performance of their functions and I have not contacted them about the college referred to by the Deputy. That college is an approved PLC centre which is managed and funded by City of Dublin Vocational Education Committee, CDVEC, from grants provided by my Department. Under the terms and conditions of the PLC scheme, courses provided by approved PLC centres must be at FETAC level 5 or 6 on the national framework of qualifications, NFQ, or equivalent.
My Department has facilitated the provision by Ballyfermot College of an animation course which is accredited by Dundee University as the equivalent of a Level 8 award on the NFQ honours bachelor degree or higher diploma for a number of years and continues to do so as an exceptional measure. It is open to the college to seek to have HETAC accreditation for this animation course. However, the provision of any further courses above FETAC level 6 by Ballyfermot College would have to have regard to existing policies on further and higher education provision, resource constraints and the present approved number of PLC places nationally and, in particular, for CDVEC. In that regard, my Department has supported the development of linkages between the further and higher education sectors by improving access and progression opportunities for learners. An example of this is the higher education links scheme. Moreover, greater co-operation between the sectors in delivering educational opportunities is currently under consideration by the Higher Education Authority, which will advise my Department in due course.
A high level group is currently developing a new national strategy for higher education and is examining, amongst other issues, how the system should be configured to best meet the many challenges it faces over the coming decade, having regard to the key role it has to play in contributing to Ireland's economic recovery. As part of this work the group is examining the structure of the higher education system, including the number and roles of institutions within it. The strategy group is expected to finalise its report before the summer. There are no plans to develop new higher education institutions at this time.
I am tempted to recommend the establishment of an air traffic control unit in Marlborough Street to co-ordinate all these high flying groups. This is a very high flying and achieving college. It has 1,620 pupils and I am sure the Minister of State is aware that some of them recently won Oscar awards for animation.
I am aware the Minister of State cannot instruct people but he has the power of persuasion. The college is asking that it be permitted and encouraged to deliver programmes to higher certificate level 6 and honours degree level 8 in suitable vocational areas. The programmes would be validated by an Irish awarding body and subject to the normal strict criteria for validation and accreditation that prevail for all higher level programmes.
I ask that innovation and success in education be rewarded. I am reliably informed that all the pupils who graduate from this college find employment. They work in a creative area that we need to encourage. The college simply asks that Dundee's validation be swapped for some form of accreditation within the Irish Republic. Surely Fianna Fáil is not so anti-national that it cannot find a way to achieve that objective.
I am very aware of this issue, having received correspondence on it and I met with people who are directly involved with Ballyfermot College of Further Education. I congratulate it on its recent Oscar success. Ultimately, however, Ballyfermot is a college of further education that provides PLC courses at FETAC levels 5 and 6. We would need to have regard for existing policies in further and higher education provision, resource constraints and the present approved number of PLC places nationally and in particular for City of Dublin VEC.
I advise the college to engage in discussions with Dublin Institute of Technology with a view to possible partnership arrangements. The Deputy's proposal may appear straightforward but it would have significant implications for other colleges of further education and higher education policy generally.
If it had implications for other colleges, would that not be welcome? We would have more clarity on who awards what in this country. One of the best news stories for Irish education came from this college during a time of depression. This solution has been suggested by the college as well as by graduates who would like us to alternate the awarding body.
I wonder at what level in the college were the people who the Minister of State met. I have also received representations. We have an opportunity to get this right and if it has implications for other colleges of further education, so what?
Perhaps the Deputies opposite are too long in Government when the permanent civil servants are telling them what they can do. I cannot but imagine what the Minister of State's late father would say if we pulled off an Oscar validated by a degree from Dundee and some permanent bureaucrat in Marlborough Street said the policy cannot be changed because of regulations.
There is no legislative impediment to a further education college applying to become a HETAC registered provider. However, having regard to policy on further and higher education provision and general resource constraints, I am anxious to ensure that PLC colleges confine their offerings to FETAC levels 5 and 6 courses.
Except when they win Oscars.
Courses at HETAC level 7 and above are to be provided by recognised third level colleges. I would encourage the college to explore possible partnership arrangements, particularly with DIT.
