Vol. 497 No. 5
362 Mr. R. Bruton asked the Minister for Education and Science the way in which he will encourage greater participation in adult education by those who have previously been failed by the education system in view of the fact that less than 9 per cent of students becoming involved in adult education are without any formal qualifications, and over 50 per cent of participants have a third level qualification. [25689/98]
The recently published Green Paper Adult Education in an Era of Lifelong Learning contains a range of specific recommendations as to how participation in adult education might be increased. It identifies the priorities for State investment as addressing literacy needs, providing a back to education initiative for adults who left school with less than upper second level education, and putting in place the necessary supports, such as guidance, child care and certification arrangements to facilitate access and progression. The paper places a key emphasis on evaluating and mainstreaming the learning from the community education sector, particularly in its successes in engaging those who are most marginalised and excluded.
A consultancy study has been commissioned by my Department on the outreach, recruitment and delivery strategies which are most effective in meeting the needs of participants on the vocational training opportunity scheme who are hardest to reach. In addition, arising from an increase of £2 million provided in 1998, a range of initiatives for adults whose literacy and numeracy skills are inadequate for functional participation in economic and social life is being piloted. Key elements of these initiatives include a strong emphasis on awareness promotion, outreach strategies to target those most in need, the establishment of referral networks on an area basis involving key actors such as FÁS, the local employment service, the area partnerships, welfare and health interests, the Garda and probation services, schools and youth services, and the promotion of flexibility, innovation and a continuum from one-to-one voluntary tuition to certified learning options.
Under the women's education initiative, grants have been awarded this year to 13 women's education groups to enable disadvantaged women to plan and pursue lifelong education opportunities and to acquire access to mainstream programmes.
It is my intention to expand and develop this scheme in future years subject to available resources.
