I wish to respond to some of the points made by Deputy Barrett. Quite rightly he mentioned the concern that there might be discrimination against anyone in the social welfare system on grounds of sex and I share that concern. I would point out that the Government have indicated clearly — and the Minister for Finance also indicated this in this debate — their intention to implement the EEC directive on the equalisation of social welfare. This will be enacted by way of legislation before the end of the year, thus complying in full with the EEC directive. The Deputy was quite right to say unintentional areas of discrimination that arise as a result of a provision to deal with one problem should be ironed out. He said that there were cuts in medical cards for the old and for the young. I must remind the Deputy that in the budget speech it was announced that far from cuts in medical cards for the elderly a special allowance is being introduced for them. In the income guidelines for medical cards there is a special allowance of £5 for a single person aged 66 years and over and £8 if the person is over 80 years. For a married couple there is a special allowance in the income guidelines of £10 for those aged 66 years and over and £16 for those aged over 80 years.
Deputy Barrett mentioned the case of people whose children heretofore travelled free on school transport. Those charges were designed by Fianna Fáil but without the special hardship provisions on which I insisted. Deputy Barrett is once more engaging in the Fianna Fáil tradition of turning their back on their own Estimates. With regard to examination fees which were referred to by the Deputy, when Fianna Fáil increased the examination fees they did so without any hardship fund which I introduced this year for the first time.
The Deputy referred to the £11,500,000 transferred to the educational system from the Youth Employment Agency. It is important to point out that this sum went into the area of pre-employment courses in the vocational system. These courses are directly related to the work of the Youth Employment Agency and are most necessary if young people are to have a chance of finding work. That is a very good use for those funds.
I believe that the 1984 budget will make an important contribution to regulating our financial affairs and at the same time allowing for the gradual but steady improvement in our economic fortunes. It has been described — by the Minister for Finance himself — as a "neutral" budget. It represents a finely tuned balance between the many demands to be met, many of which are in perpetual potential conflict with one another.
Of course, there will be criticisms — no budget can avoid that. We are all familiar enough with the many calls on Government for a special hearing, motivated — not necessarily improperly — by the particular interests of the group in question. Some would have us spend more; others less. Some would have us tax more or in another way; others cry for an easing of the tax burden. Amidst the myriad demands the Government must walk the tightrope and exercise a considered judgment about which policies to pursue.
It is, of course, widely recognised that the scope for manoeuvre in financial decision-making is greatly constrained — principally because of our massive debt problems which others have wished upon us. We are all only too conscious of the calls to cut public spending — and that is an option to be grappled with if we are to achieve the room to allow for tax reform. Yet no one should underestimate the difficulties which trying to cut public spending pose — and I do not mean political difficulties or the problem of facing unpopular decisions.
Having sat at the Cabinet table with my colleagues and looked very closely at all areas of spending I know only too well where the money is going and I also know how much that money is needed and the extent to which the services provided are depended upon by so many people. I am particularly conscious, for instance, of how much this is the case in my own area of special responsibility — education. It is all very well to talk of having to cut back, as many Fianna Fáil Deputies said, on large spending Departments such as Education but one cannot send children away saying that we cannot afford to educate them until times are better. I have heard the calls for less overall spending often enough but I do not hear people prepared to identify which educational services we can afford to do without. As a people, we rightly value our educational system. Although I am convinced that everyone wants the best service possible, I also know that everyone will agree that we must have the most efficient system possible, and that means planning our priorities carefully.
The budget itself is the final piece of the jigsaw which reveals the overall financial intentions of the Government. The specific proposals announced by the Minister for Finance on budget day must be judged in association with provisions in the Book of Estimates and the Public Capital Programme. This is where I believe the careful balance can be seen at work for 1984. We have moved in the direction of making some crucial and necessary reforms, yet have planned spending in such a way as to protect essential services and basic living standards — and above all to protect employment. In many cases, particularly education once again, cost-cutting would lead to a loss of jobs and thus this option has not been taken. At the same time spending must be curtailed within the obvious limits imposed by what the country can afford, that is, by what the taxpayer has the will, or should be asked, to pay for.
It is fitting at this time to look at how the education system is faring. Let me assure all as we enter 1984 that the education system is alive and well and receiving a generous share of the nation's financial cake. Twenty years ago public funding on education amounted to £25.4 million representing 14.8 per cent of total public expenditure. This year we will be spending a nett £924 million on education, or 16.5 per cent of total Government expenditure. This is well above average on any international comparison. That we have reached this level of funding of education is a tribute to successive Governments who saw a well educated people as potentially our greatest national asset.
By way of further comparison, I was struck recently by some statistics from the 1966 population census. At that time some 60 per cent of the adult population had only primary education, and only 73,000 in all had any third level qualification. Current figures for direct comparison are not available but the progress made since then may be gauged from the level of attainment of those leaving the education system in 1982. Of the 62,000 who left school in that year, 5,500 had no qualification, 16,600 had reached group or intermediate certificate and a high 64 per cent or 39,900 leavers, had reached leaving certificate. Thirty eight per cent of those completing leaving certificate last year have proceeded to third level programmes. This is a quite remarkable level of transfer to third level education. Ten years ago it was about 26 per cent but at that time the number completing the leaving certificate was only half the current numbers. As a result, we now have over 11,000 students annually leaving the education system with a third level qualification. These increased student outputs at second and third level have been part of a quite dramatic increase in enrolments—student numbers in second level schools increased from 143,000 in 1966 to 325,000 in 1983 and from 20,700 to 47,000 in third level institutions. Of particular importance is that the development of the third level sector has focused attention on ensuring our capacity to meet the economy's demand for technicians and technologists. It may be of interest to know that about 70 per cent of all students in third level aided institutions, other than colleges of education, now follow science or engineering or commercial programmes.
The figures I have given above will illustrate that we are now at a point where the education system is quantitatively well-developed. Further quantitative development is likely to be at a much more modest pace, generally in line with population growth. Overall we may expect enrolment growth of about 5 per cent over the next five years, though with the possibility of much higher growth in percentage terms at the third level. I should say that we cannot predict with any certainty the degree to which the present high transfer rates to third level will continue — for example, whether they will be affected by improved job prospects for leaving certificants in the future. However, let me make one thing quite clear. The Government intend to make third level education available to as many young people as possible and in doing this will give special emphasis to science and technology. They are already giving ample evidence of this commitment.
Construction of the second phase of the development of the National Institute for Higher Education in Limerick is well advanced and when completed will double the capacity of the institute. The further development of the NIHE in Dublin has also been approved to provide an additional 400 places. A succeeding phase of development will add a further 1,000 places.
As the House will be aware, a £7 million development for Tralee Regional Technical College has recently been approved. Planning of extensions to the Dublin Colleges of Technology in Kevin Street and Bolton Street is now well advanced while planning of a new College of Marketing and Design is underway. These developments will meet inadequacies in existing accommodation but will also provide an extra 1,200 places. Arrangements are now being finalised for the acquisition of a site for the regional technical college in Blanchardstown. Sites have been acquired already in Tallaght and Dún Laoghaire and planning of the colleges for these three locations will commence this year. The three colleges would provide between them 3,000 new places. A review of accommodation needs at existing regional technical colleges is underway.
I have already assured the authorities of Cork Regional Technical College that planning of an extension will commence as soon as the present constructive dialogue with them indicates the additional accommodation needed. All of these projects have as their major aim the provision of additional places. There will be other projects approved according as the financial capacity to meet them is determined in the context of the overall Public Capital Programme. What this Government will not do is to embark on projects or promise projects with a total disregard for the financial consequences.
As part of a Government effort to determine where we are going in all sectors, a full costing of all proposed third level projects was undertaken, both for designated institutions under the HEA and non-designated institutions. We came up with a startling £240 million as the amount required for these projects by 1990. In view of this it would be irresponsible to proceed on the basis that funds would be available for all of these projects in the short-term, no matter how desirable they may be individually. At least now we have a picture which will enable us with the HEA to establish priorities, with special emphasis on the provision of new places, when the level of possible funding is known later this year.
I would like to turn now to another aspect of educational provision, and, I venture to say, a much more important element at this stage, that of the quality of our education service. Here my expectations are high in view of two important recent events — the establishment of the Curriculum and Examinations Board and the publication of the Government's Action Programme for Education.
I consider the Government are fortunate to have as chairman of the Curriculum and Examinations Board the talented and energetic Dr. Walsh of the NIHE, Limerick, and to have persuaded a wide range of expertise in education among the members who have already set about their task in an exemplary manner which inspired me with confidence in the future of their work. In regard to the Action Programme for Education, the input by educational bodies was extraordinary and dedicated. I would like to express my gratitude for their help. Both of these developments are interrelated.
The Programme for Action has identified areas requiring particular attention which will come within the remit of the new board. I am confident that the board will address these matters speedily and effectively. I should say here in the context of the Programme for Action that we are stressing planning and action as a continuum. Within an overall strategy we will be taking action in priority areas, advised as appropriate by the Curriculum and Examinations Board. What are these priority areas? They are detailed in the Programme for Action and I would urge all concerned with education to study the programme carefully. Let me try to summarise my priority concerns.
Caring for the disadvantaged must have first call on our attention and our resources. By disadvantaged within the education sector I mean, first, those who are mentally and physically handicapped. The action programme details positive action which will be taken to assist the mentally handicapped in developing their full educational potential. An important factor which has emerged from recent studies is that the tailoring of curricula to individual needs but, more importantly, the availability of highly qualified specialist teachers can help even those who are severely mentally handicapped. Needless to say, the ongoing and proposed action to provide a more effective educational service for the mentally handicapped has my full support. We have the benefit of a recent Departmental report on the education of physically handicapped children and a number of the measures recommended have already been implemented. The question of implementing other specific measures will be kept under review. On a more general basis, the question of suitable access for the physically handicapped has been made an absolute requirement in the planning of all new schools.
Secondly, there are those who are educationally disadvantaged. This is a problem which has many faces and one on which our information base is not as good as it should be if we are to take informed decision. In general such children would be classified as in need of special remedial attention whether at the primary or post-primary level. The possible reasons are diverse: it may be because the child has a low ability level, but, alternatively, it may be because of poor motivation or attendance due to personal apathy arising perhaps from emotional problems, or adverse peer-group influence or, more commonly, unfavourable home backgrounds. It may be because the child has a physical handicap (dyslexia, or short-sightedness or minor hearing impairment etc.) though this factor because of general awareness is likely to be a declining problem. Failure of a child to achieve basic literacy and numeracy skills at primary level may cause that child to drop out at the post-primary level or to become a truant or to be turned off even if still remaining at school. Indeed the question of the degree to which the education process itself may turn-off some children who never achieve their full educational potential must be faced.
I referred above to the 5,500 children who left school in 1982 without any qualification. I would consider that we had failed if we did not address the needs of children such as these more effectively within the period of the Programme for Action. The factors I have mentioned above are illustrative only of the diversity of cause which may lie at the root of educational disadvantage. Many worth-while steps have been taken to address the problem and I applaud all such efforts.
What we are talking about now is a wider orchestration and more concerted action to address the problem at all levels. I shall explain briefly what I mean. A better link between school and home is paramount. This consideration extends far beyond that of educational disadvantage. Parents are the primary educators and must be afforded an effective voice in the education of their children. The proposed establishment of a National Parents Council and the wider involvement of parents in boards of management will be important steps. I will be consulting with the parents council in due course as to further appropriate steps.
Action in this area may not go far enough, however, in identifying special home problems. I am aware that some other countries have brought social workers within the education system to forge a link between the school and in particular the problem home. We shall be looking at what our resources may allow us to do in that area. The second consideration is to improve our assessment techniques so that we may identify potential problems at the earliest possible time. This question is being addressed in my Department who are also identifying more precisely the various target groups.
The third consideration is the degree to which the education process itself may help to alleviate educational disadvantage. I have already asked the Curriculum and Examinations Board to report urgently in this area. What they will be examining will be alternative forms of curricula and teaching programmes. The Humanities programme of the Curriculum Unit under the City of Dublin Vocational Education Committee is a very useful example of such a programme. Combined with this they will be examining alternative forms of assessment, including the use of project work, and will devise a new unified assessment system to replace the group and intermediate certificates. I am quite excited at the prospects these developments will open up not only for the disadvantaged but in enhancing motivation and indeed sense of achievement generally.
There is another form of disadvantage to be considered, that arising from discrimination in any form. The Hannon report on sex differentation has clarified just how widespread the problem is. I am personally committed to tackling this problem and the immediate measures proposed are set out in the Programme for Action. Other measures are under study in my Department. The most basic consideration, however, is an attitudinal one and we must all combine to redress sex stereotying inside and outside the school.
There is also the question of social discrimination. We all welcome the recent publication of Drs. Greaney and Kellaghan's study on educational opportunities in the context of the different socio-economic groups. The study makes a valuable contribution to the literature and assists in providing a better perspective on the problem. But a problem does exist to the extent in particular that there is quite a low level of participation by the lower socio-economic groups in third-level education. As the Programme for Action notes, the problem is not unique to Ireland and has not proved easily amenable to change. It is one, nevertheless, which must receive special attention during the period of the Programme for Action.
Finally on the subject of disadvantaged, if I may extend its scope somewhat, I should like to talk briefly about those who terminate their education at the end of the compulsory cycle or who proceed beyond that to leaving certificate programmes which are not geared to their needs. Again I shall be looking forward to the advice of the Curriculum and Examinations Board on: (i) the most appropriate form of education for those terminating formal schooling at the end of the compulsory cycle; and (ii) alternatives to the traditional leaving certificate programmes whether in the form of pre-employment courses of varying duration or any other form. What I am referring to here is establishing a better interface between schools and the world of work. Indeed, I do not see this as a one-way movement. I shall be strongly urging that business and schools should establish a two-way dialogue to their mutual benefit and that these links should be further extended and strengthened in higher education.
I have talked at some length about the question of the disadvantaged. In listing the problem areas I would wish to repeat my opening statement. The education system is alive and well and we can be justly proud of our achievements. I have detailed the problems of the disadvantaged in the Programme for Action which states as follows:
Priority in the use of available resources will be accorded to a programme to assist disadvantaged pupils. The funds will be used to finance additional teaching posts, the development of curricular initiatives, special improvement and equipment grants, special in-service courses, special grants towards the cost of school books and requisites and the development of home school links.
It will have been clear from what I have said, however, that much of the action required is not one of resources but of better orientation of programmes and teaching.
From the wide variety of other questions addressed in the Programme for Action I should like to make specific reference to two. I have mentioned the need for closer home-school links and a better link between the school and the world of work. The third element in this scenario is the role of the school in preparing students to take their place in society. I believe I cannot overstress this aspect of education. The school cannot perform this role effectively on its own and it reinforces the need for a partnership in education, school authorities, teachers, parents, business, and, let me add, students.
The fostering of our linguistic and cultural heritage, which as the Programme for Action points out should be at the core of our education system, would form a major strand in preparing students for life. In the curriculum context preparation of students for life will need to be supported by a programme of social and political education. I have asked the Curriculum and Examinations Board to prepare such a programme. I should add that I am also seeking a programme in health education and it could well be asked how time can be found for such subjects in an already congested curriculum. I believe it suggests that we should be looking afresh at our curricula, to define them in terms of objectives in which subjects could be comprehended within broader bands at the intermediate level: for example social studies to include history, geography and social and political education, a new creative arts programme to include woodwork, metal work, arts and crafts, home economics and health education etc. Specialisation would not then commence until after compulsory education.
I offer these comments in a tentative way as one possible approach; The Curriculum and Examinations Board will be reporting to me in due course as to what provision is appropriate and how it can be provided. I shall in addition be urging school authorities to foster the concept of preparation for life in all aspects of school activities. This would take in the involvement of students to the maximum extent in managing school activities and in a better process of consultation whether through a student council or whatever mechanism of consultation may be found to be appropriate.
The other question is that of delegation of authority. I am anxious to see as much responsibility and authority as possible delegated to the local level as part of an overall effort to achieve a full partnership between all the interests involved in education. Greater freedom will be given progressively to schools in the development of alternative curricula and programmes. Greater freedom will also be given in the expenditure of allocated funds subject to overall norms and guidelines. The development of these norms and guidelines is a subject to which the Department will be addressing themselves over the next twelve months. In this context also I shall in due course be announcing the appointment of a team of consultants to carry out a study of costs in third-level institutions as an aid in allocating resources and their more effective use.
Inevitably I must return to the somewhat painful subject of limitations on resources. We simply cannot expect a significantly greater share of total resources to be devoted to education. This means that we must husband our resources more effectively if we are to achieve our targets in the priority areas we have identified.
There are very compelling reasons for re-examining the use of our educational resources. At the post-primary level, if we are to achieve equality of educational opportunity for all, if we are to make adequate curricular provision particularly in the context of emerging new needs at the post-compulsory stage, then we must look at the total resources collectively in each school catchment area so as to cater for the needs of all children equally and equitably. We have a rich diversity in our school provision but we must ensure that this does not result in discrimination against some.
At the third-level the Programme for Action has identified a wide variety of areas where scope exists for more effective use of resources and these will form the basis for a series of consultations and analysis in the near future. The cost studies I have referred to earlier will be part of the input required to ensure that well-informed decisions are taken. I should add that it is in everyone's interest if we can find a more cost efficient base for each of our third-level programmes. It must surely enable us to provide a better educational service within acceptable limits of resources. It must also reduce the financial burden to be shared between the community generally and our third-level students. This is particularly important as we appear to be reaching a stage where students must bear an increasing share of the escalating cost of third level programmes.
In conclusion let me confirm what the Government are already demonstrating by their actions. They will provide the resources to meet the growth in enrolments in primary and post-primary schools and to replace unsatisfactory buildings on a phased basis. Similarly the Government are committed to necessary third level development, on the basis of priorities which will be determined on an ongoing basis. Within this context the path we will follow has been charted in the Programme for Action.
I should stress that this is not only my Programme for Action. It is the Government's programme. Despite major constraints, despite major funding problems, the Government have through the budgetary provisions maintained the high level of funding for education to ensure that the programme will be implemented progressively. They have already taken positive steps by allocating additional resources of £7.0 million to launch the programme this year. This additional allocation was agreed in the course of the discussions on the Estimates for my Department, supplemented by the additional funds provided within the budget. These funds provide £4.4 million for primary schools to speed up the replacement of unsatisfactory buildings and by way of increased capitation grants, £1.5 million to secondary schools in the form of higher grants in lieu of school fees, £0.5 million for micro-computers for second-level schools an extra £0.3 million for sport and an additional £165,000 for inservice training of teachers. Funding in priority areas will continue to be provided.
I would like to repeat, however, what I have said earlier. Much of what the programme seeks to achieve does not require additional resources. We have identified as a result of an extensive series of discussions, with all interested parties the aspects of our education system which need to be addressed in a new and more concentrated way. We are also looking for a better use of resources so that we can provide the best possible educational service for our nation's children.
Discussions will continue on an ongoing basis. Some fundamental issues must be resolved concerning particularly the age of entry to school, the age of transfer to second-level education and the duration of the junior and senior cycle in second-level education.
As I explained when announcing the Programme for Action, position papers will be prepared for general discussions as an essential element in our decision-making. I look forward to these discussions as part of a constructive dialogue with all those concerned so that we can make that Programme for Action a reality.
The programme has been welcomed as a serious attempt to set out priorities in education. In some respects it follows up and develops ideas raised in the White Paper, published by the then Government in 1980. Unlike the White Paper, however, it is action orientated. Instead of being largely a statement of how things are, our programme proposes definite action on a range of fundamental and important issues. I am of course well aware that boards and committees are only a beginning and not an end, and the same applies to action plans. Therefore a rigorous monitoring of progress in each area is being undertaken in my Department.
All this progress and initiative must be seen in the context of the budgetary constraints which apply to all Departments. The children and the young people will not thank us for our plans and improvements in education, if they emerge into an economy which is not soundly based and in which enterprise and business do not flourish. Like all my colleagues, I join in the intricate balancing act between essential public expenditure and the need to control the economy. We certainly do not expect thanks for it, at least not until history looks back at this Government — but certain signs and indicators have established in our first year in office that we are serious about the job, and that our grasp of the real needs of the country is appreciated by business and by financial institutions, and those with the potential to give employment. I was sorry to hear Deputy O'Kennedy, spokesperson on Finance for the main Opposition party, describe as cant the intention to make business competitive. That is a measure of desperation by a very weak Opposition.
In discussing the fundamental approach to the economy which the Government are taking it is necessary to point to some comments of independent commentators — Fianna Fáil dislike this — of a particularly distinguished kind on what has brought the country to its present position. Dr. T. K. Whitaker published a book recently entitled Interests in which there is an essay entitled “Financial Turning Point”. In language which is extraordinary for a person who is usually mildly spoken he described the three Fianna Fáil budgets brought before the House by Deputies O'Kennedy, Fitzgerald and MacSharry, when respectively Ministers for Finance, as “the disastrous course of events that nearly ruined the economy”. He also described the 1977 election manifesto of Fianna Fáil as “full of irrational optimism which was such as to undermine credibility”. Those objective comments — there were many more in that essay — indicate the scale of the problems we inherited. They pinpoint the trends we had to struggle to reverse so as to restore economic stability once more.
This is no abstract theory. A strong economy is the only way to create jobs and I suspect that the outcry from Opposition benches is because they feel the pain of knowing that the Government are restoring a strong economy. A strong economy should be the real interest of the Opposition party but every day in the House, and in every reaction piece in the newspapers, and on the media, I hear Opposition spokespersons saying that each and every budget or Estimates provision designed to strengthen our economy should be rejected and resisted. Earlier today Deputy Barrett appealed to the Government to pour millions of pounds into Knock Airport. We have heard pleas to restore all the education economies although Fianna Fáil had them in their programme. Fianna Fáil want to give all students free medicine, irrespective of parents' means; to take all VAT off clothes: to reduce VAT on everything else; to remove excise duties on drink; to reduce everybody's tax burden; to build millions more houses and open hospitals everywhere. The list of catch-all demands grows and grows and the dizzy expenditure which is a sort of addiction within Fianna Fáil would grow and grow if they ever got control of our economy again.
Behind all this is the one real and enduring truth: the damage started by Fianna Fáil in the 1977 election manifesto and compounded hugely by the 1980-81 spending spree by the Fianna Fáil Government led by Deputy Haughey from December 1979 which is the greatest single barrier to job creation for our young people. Who threw away their chance of major tax cuts and incentives for employment? Who set out to increase artificially the numbers in the public service? Who cynically endorsed the boom and bloom confidence trick while basing that "boom" on a double, external borrowing requirement until the Department of Finance finally got so alarmed that a sharp and sudden brake of the most damaging kind was applied — too late? Young people who look to this House to ensure their future must feel very bitter when told of the cynical manipulation of the economy for political gain that went on in those years.
It is my view that all the scandals and grotesque, unbelievable, bizarre and unprecedented happenings under that Government fall into the halfpenny place when compared to the systematic and reckless dismantling of a recovering economy which had been established before 1977. This Government took up in 1983 where it had left off in January 1982 and have maintained with a cool head their programme of steady and sure progress throughout the last year. We will go on with the job, undeterred by those obsessed by self-interest, to restore the economic viability of our country and to ensure a worthwhile future for all our people.