Written Answers. - Educational Disadvantage.
Dick Spring
Ceist:
43
Mr. Spring
asked the
Minister for Education and Science
the measures, if any, he has introduced, and proposes to introduce, to assist disadvantaged students at first, second and third level education; and if he will make a statement on the matter.
[11079/98]
Pat Rabbitte
Ceist:
66
Mr. Rabbitte
asked the
Minister for Education and Science
his views on the progress report for Partnership 2000 which showed that only an extremely small proportion of students from poor backgrounds make it to university; the steps, if any, he will take to deal with this problem and ensure fair and equal access to university education for all sectors; and if he will make a statement on the matter.
[11064/98]
I propose to take Questions Nos. 43 and 66 together.
Since my appointment as Minister for Education and Science I have introduced a range of measures to address the problem of educational disadvantage.
In the key area of early intervention, I recently held a National Forum on Early Childhood Education which allowed all interested bodies, including those concerned with educational disadvantage, to put forward proposals aimed at co-ordinating and resourcing early childhood education services. A report on the proceedings of the forum will be published under the authority of the Secretary General to the forum. Following consideration of this report, I intend to publish a White Paper on Early Childhood Education. I assure the Deputy that the needs of educationally disadvantaged children are central to this process.
I also recently launched an important new initiative aimed specifically at children in the eight to 15 years age group in designated areas of disadvantage who have dropped out of school or are at risk of doing so; £2.9 million is being provided over 1998-9 for this initiative which will focus on structured pilot projects in urban and rural areas of disadvantage. The objective is to test models for the development of an integrated area based co-ordination of services to cater for the young people in question. In the past week, my Department has invited applications for support under this initiative from first and second-level schools which have been designated by my Department as serving disadvantaged areas and also from area based partnerships and community groups.
The Finance Act, 1998, provides for tax relief on personal and company donations which are made to first and second level schools classified as disadvantaged. This scheme focuses on those most in need and aims to promote a culture of self help to supplement direct intervention by the Exchequer. My Department is in the process of advising the schools in question of the terms and conditions of the scheme.
Last November, I announced that entry fees for the junior and leaving certificate examinations will no longer be payable by students who hold a medical card or are dependent on a parent or guardian who is the holder of a medical card. This initiative is a clear indication of my intention to make the education system more equitable. Not charging fees in the case of those covered by the medical card system removes a possible impediment to the objective of maximising participation in the second level system. It follows from the Government's stated objective of ensuring equal access and opportunity for all pupils to achieve their educational potential.
Partnership 2000 provides that priority will be given to a strategy to enable non-standard applicants, especially disadvantaged and mature students, to participate in third level education. In this regard, the latest progress report on Partnership 2000 outlines some of the current developments in the university sector on access initiatives for disadvantaged students.
Following the report of the Steering Committee on the Future Development of Higher Education, the Higher Education Authority provided funding in 1996 and 1997 for initiatives in a number of colleges specifically relating to disadvantaged students. These initiatives build on existing programmes and involve links with second level schools and local communities. For this reason it will take some time for the effect of the programmes to be reflected in the actual numbers going on to higher education. The programmes will assist some students to meet the points requirement 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. Support for the university proposals is very firmly based on the intention of meeting these targets and annual progress reports will be submitted to the Higher Education Authority on each of the programmes funded.
These initiatives in the university sector are one element of the wide range of measures in place to improve participation at third level. The need for a holistic approach to promote equality rather than policies focused only on the third level sector and on the transition from second to third level is well established. In this regard, fuller participation in third level depends on measures to ensure access to and retention of students in full-time education at first and second levels. These measures, in addition to those mentioned above, also include the development of Early Start centres, the allocation of additional resources to schools in disadvantaged areas, the Breaking the Cycle initiative, the home-school-community liaison scheme and the development of second chance education and training options through Youthreach and VTOS.
Specifically at third level, I introduced the new national certificate in technology course, which was developed by a joint education-industry task force and targeted in particular at non-standard applicants, and which commenced in January 1998 in nine institutes of technology. I have also announced that the Government has given approval for the creation of a new third level institution in Blanchardstown to serve the west of Dublin. The establishment board will be charged with completing strategic planning for the institution and making arrangements for the commencement of courses. The new institution, to be called the Institute of Technology, Blanchardstown, will meet two very important needs, namely; to increase participation in third level education in west Dublin, an area with one of the lowest participation rates in the country and, to help meet the skills requirements of expanding industries.
I am currently reviewing my Department's overall response to the problems of educational disadvantage. My objective is to ensure that all available resources are targeted so that children who are educationally disadvantaged receive the support necessary to enable them to maximise their potential in the education system.
