Dáil Éireann Debate, Thursday - 2 July 2009
31 Deputy Aengus Ó Snodaigh asked the Minister for Education and Science his views on the position paper issued in June by the Refugee Information Service on the challenges and obstacles facing refugees, persons with leave to remain and persons granted subsidiary protection as they seek to access post-second level education; the steps he will take to implement its recommendations; and if he will make a statement on the matter. [26723/09]
View answerI have received the report published by the Refugee Information Service in June. It provides a useful contribution to the debate on the post-second level education provided to adult refugees, persons with leave to remain and persons granted subsidiary protection.
It does not, I believe, acknowledge the amount of initiatives that are already in place.
Vocational Education Committees provide English language training for adult immigrants throughout the country. Over 12,500 adult immigrants participated in English language tuition in 2008 at an estimated cost of some €10 million. A further €2.8m is being provided to meet the English language and socialisation needs of adult refugees.
The National Framework of Qualifications provides for a fully coordinated system of access, transfer and progression. The FETAC "Higher Education Links Scheme and Pilot Scheme" has developed clear progression routes from further to higher education. There is also the possibility of recognition of prior learning.
There are a number of references in the report to difficulty in accessing information. In the context of eligibility for reduced fees and access to grants there is a website, www.studentfinance.ie, that is a convenient and user friendly source of comprehensive information on financial support for further and higher education. The data on this website are continually updated to reflect the current position for students and potential students.
In addition, I have just launched my own website, www.integration.ie. It contains detailed data on the key aspects of immigrants' lives. It is an excellent first point of reference for information. In relation to education matters, AIM — accessing intercultural materials — a portal with links to key databases — is also available on my website.
Access personnel co-ordinate their work across higher education institutions. They have, for example, piloted new strategies to reflect the needs of a more diverse student body. They collaborate with schools and the community sector. Research has shown that newcomer students are progressing in significant numbers to higher education, relative to their numbers in the population.
Through the Strategic Innovation Fund, the HEA and the Department of Education and Science are supporting research on the needs of students from ethnic minority groups. The report entitled "Migrants and Higher Education in Ireland", is available on www.eine.ie. This report has been recently completed by the CIT led 'Education in Employment' consortium of nine higher education institutions in close consultation with partners, including students from ethnic minority groups and FÁS.
I am currently preparing an Intercultural Education Strategy that will incorporate all aspects of education from pre-school upwards and will include both further and higher education. This Strategy will provide an overarching policy on the integration of newcomers into our education system.
These are just some of the many initiatives in place that are addressing the needs of migrants, including the three categories addressed in the RIS report.
