Written Answers. - Third Level Education.
Theresa Ahearn
Ceist:
74
Mrs. T. Ahearn
asked the
Minister for Education and Science
the measures, if any, he proposes to take to ensure that the targets are achieved in relation to access to universities in view of the finding that only 50 people from disadvantaged backgrounds gained reserved access to the seven universities in 1997, only one tenth of the target level.
[14970/98]
Partnership 2000 provides that priority will be given to a strategy to enable non-standard applicants, especially the disadvantaged, to participate in third level education. The targets set for students in this regard refer to both the university and technological sectors. The latest progress report on Partnership 2000 outlines some of the current developments in the university sector on access initiatives for disadvantaged students.
The findings of the recent ESRI school leavers survey indicate that a person's socio-economic status continues to exert a strong influence on educational participation at third level. As the Deputy will appreciate, the factors underlying this phenomenon go beyond our educational system. Nevertheless, my Department has a range of measures in place to further the promotion of equality of access to higher education. 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.
In the university sector, 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 universities specifically relating to disadvantaged students. Funding will also be provided in 1998. 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.
There are two aspects to these programmes, one involving assistance to 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 programme 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 progress reports will be submitted to the Higher Education Authority on each of the programmes funded.
It should be noted that the figures in the progress report refer generally to those students who enter university through the special entry arrangements and do not include students who enter university through the CAO procedure.
In the technological sector, the Dublin Institute of Technology has a comprehensive set of activities in which the college is interacting with different disadvantaged groups in Dublin city and there are currently a number of courses in place for mature students from disadvantaged backgrounds. In addition, 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.
I have also announced that the Government has given approval for an establishment board for a new third level institution in Blanchardstown to serve the west of Dublin. The new institution, to be called the Institute of Technology, Blanchardstown, will meet two very important needs, namely; to increase participation in thrid 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 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. This initiative is in line with the commitment in Partnership 2000 to give priority to a strategy to enable non-standard applicants to participate in third level education.
The Regional Technical College Equality Network Project which arose out of the EU Programme New Opportunities for Women, is operational in six institutes of technology. Programmes under the project are specifically aimed at encouraging more participation by women in third level education, with specific focus at women who have been disadvantaged by a lack of educational opportunities. It is envisaged that there will be an expansion of the programmes under this project to include those colleges not already participating in the scheme. In addition, Dublin Institute of Technology and Waterford Institute of Technology offer specific courses for second chance education for mature and disadvantaged women.
There is also a pilot scheme which enables holders of NCVA Level 2 awards to progress to designated certificate and diploma courses in the institute of technology, which is an imporant development in establishing alternative progression pathways for students to higher levels of education and training.
I am sure the Deputy will appreciate the multifaceted nature of the initiatives under way which are indicative of my commitment to tackle educational disadvantage.
