I am aware of the findings in the 1996 ESRI annual school leavers survey which the Deputy is referring to, which indicate that a person's socioeconomic status continues to exert a strong influence on educational participation at third level. The survey was sponsored by my Department.
There is a range of measures in place to further the fundamental policy objective of promoting equality of access to, participation in and benefit from third level education. The need for a holistic approach to promote equality rather than policies focused only on the the third level sector has been recognised for some time. In this regard, fuller participation in third level depends on ensuring retention of students in full-time education at first and second levels.
In 1997, my Department provided £77,000 in direct financing for three access initiatives involving Dublin City University, University of Limerick and Trinity College to improve participation of pupils from disadvantaged areas at third level. The initiatives involve linkages between the colleges and local second level schools and incorporate supervised study facilities, extra tuition for pupils, information and advice for parents and pupils, including seminars, mentoring and support teaching in key subject areas.
In relation to measures specifically targeted at third level, the Higher Education Authority has provided £260,000 in 1996 and £475,000 in 1997 for initiatives in a number of colleges specifically relating to disadvantaged students. I understand that further provision will be made by the Higher Education Authority in 1998 on the basis of proposals from colleges. These initiatives involve links with second level schools and local communities. The programmes will assist some students to meet the points requirements for courses, enabling them to obtain a college place through the standard CAO entry procedure. The other aspect of the programmes is the special entry arrangements through which more flexible entry criteria are applied and various supports put in place for students entering by this method.
In the technological sector, the colleges have a comprehensive set of activities in which they interact with second level schools and disadvantaged groups. A policy decision has been taken by the Dublin Institute of Technology authorities that direct entry should occur in relation to second level students from disadvantaged backgrounds who do not meet the normal admission criteria. The recruitment and admissions committee of Dublin Institute of Technology is discussing details of this decision, including the mechanism for its implementation and the quota of students involved.
