Many questions have been asked and we are having a good debate. Several speakers referred to the current economic climate, specifically in the context of funding for the national skills strategy. The commitments are set out in the national development plan and Towards 2016 agreement. The Government is committed to spending approximately €7.7 billion on human capital between 2007 and 2013. We are all aware of the current financial position and maintaining Ireland's economic competitiveness is a top Government priority. If we are to solve the problem of public finances, we must have a strong economy and economic growth, as the Government and social partners recognise.
The national skills strategy will last until 2020 and, given the cyclical nature of economics, we must take a long-term view. It is possible that this year and next the emphasis will be on examining the existing capacity of the system and exploring whether it can be better utilised to deliver improved results. This is only a suggestion as I am not fully au fait with the decisions the Government will take next week. I reiterate, however, that the commitment to the strategy is a Government priority.
On the issue of part-time fees, paragraph 7.9 of Part 6 of the Towards 2016 agreement contains a commitment to establish a targeted fund to alleviate fees in public institutions for part-time courses at third level for those at work who have not previously pursued a third level qualification. In the context of the launch of the current round of pay talks it was agreed that a sum of €10 million would be made available from the national training fund with the aim of putting in place a scheme this year to meet the commitment. In general terms, a key objective of the Department of Education and Science is that the scheme should be targeted at those in employment who have not attained a level 8 award of the national framework of qualifications.
A commitment has been given to develop the scheme in close co-operation with the Irish Congress of Trade Unions. The Department had a bilateral meeting with ICTU on 22 May 2007 to discuss draft proposals for a scheme to be put in place from autumn 2008 and a further bilateral meeting is scheduled for Monday, 7 July 2008. We must await whether progress can be made on this issue with the stakeholders. There is some work to be done in this area.
The issue of immigrants was raised from many angles. The English language needs of legally resident migrant groups are being addressed on a number of fronts. Almost 2,000 English language resource teachers are working in our primary and post-primary schools at an annual cost of approximately €120 million. In 2001-02, the figure was 262 teachers. The arrangements for enhanced provision of English language resource teachers were set out in a circular from the Department which issued to schools in May 2007. The previous restriction of two teachers per school was removed and a two-tier limit on English language classes for students was also lifted where a specific request is made. Members will probably be familiar with this measure. Resource materials, including intercultural guidelines and assessment kits, have been prepared and provided to assist teachers with this work.
The network of vocational education committees provides English language classes for adult migrants. In 2007, approximately 13,000 students were attending these classes at a cost of approximately €10 million. Integrate Ireland Language and Training, IILT, provided English language classes for immigrants with refugee status. In 2007, more than 900 learners attended 12 Integrate Ireland Language and Training centres around Ireland. Taking turnover into account, approximately 450 students are in receipt of direct tuition at any given time.
Integrate Ireland Language and Training approached the Department earlier this year with a proposal to withdraw from direct tuition for adult refugees and a request that this tuition be mainstreamed. IILT envisaged continuing direct tuition for a group of up to 200 programme refugees. I accepted that mainstreaming of service provision was appropriate as it accords with the overall approach to provision of service for migrants, as set out in Migration Nation, a statement on integration strategy and diversity management which was launched recently. In this context, it was decided that all direct tuition provision should be mainstreamed and provided by VECs as it would be less efficient to seek to continue with a small element of provision by IILT.
The funding allocated to IILT will be redirected to provide for the continuation of this service for refugees through VEC networks. The Irish Vocational Education Association has confirmed it is pleased to co-operate and collaborate with the Department in the delivery of English language services through its nationwide network of 33 vocational education committees. The VEC sector has also developed best practice on the teaching of English for speakers of other languages, ESOL, provision. My Department has had discussions with the Irish Vocational Education Association with a view to ensuring a smooth transition to the new basis of delivery. I wanted to explain the position as I am aware of protests which took place on the issue.
A number of speakers mentioned adult literacy, which is a priority for my Department. All policy documents prioritise adult literacy, upskillng the low-skilled and education for those most disadvantaged. The acquisition of adequate literacy skills is necessary for adults to derive benefit from any education or training courses in which they want to engage. In addition to reading and writing, adult literacy stems from such basic education as numeracy, social and personal development, learning to learn and IT skills. In the modern context, adult literacy is as much about an individual's self-esteem and confidence as traditional reading, writing and arithmetic skills, a point recognised by speakers.
In concrete terms, funding for adult literacy has increased from €1 million in 1997 to €30 million in 2007 and the number of places has increased to 44,000. Budget 2008 provided for additional places to adhere to commitments made in Towards 2016.
Many people are concerned about the information we use for statistics on adult literacy. We are commencing participation in an OECD survey in this regard. I hope this will improve the statistics available to us and provide a good general indication of the current position. All the anecdotal evidence suggests the position has improved since the previous survey was undertaken.
On paid educational leave and a number of options raised, paid learning leave, individual learning accounts, brokerage services, tax measures and regional skills advisory councils are being examined simultaneously by the expert group on future skills needs. The group's work will feed into the interdepartmental committee. No decision has been taken on this. One has to examine who pays for it and the experience of other EU member states where, by and large, it has not been taken up. It will be examined by the expert group on future skills needs.
Senator Keaveney raised several philosophical issues. While the strategy deals with education and training, we are very much aware of the value of adult and further education for personal development and not just skills. The national skills strategy aims to improve the generic skills of individuals. The Senator can be reassured it is dealing with the social as well as economic development of the individual.
Preschool has not been examined in the context of the implementation plan or the national skills strategy because it goes to 2020. Those in preschool now will not be in the workforce by then.
