Dáil Éireann díospóireacht -
Wednesday, 2 Dec 1998

Vol. 497 No. 6

Written Answers - Third Level Students.

Donal Carey

Ceist:

68 Mr. D. Carey asked the Minister for Education and Science the number of students assisted under third level initiatives targeting disadvantaged students; and the number assisted by those initiatives which do not require entry through the leaving certificate examination. [25871/98]

Róisín Shortall

Ceist:

107 Ms Shortall asked the Minister for Education and Science the additional measures, if any, he will introduce in 1999 to ensure that more students from disadvantaged backgrounds enter and remain in third level education; and if he will make a statement on the matter. [25831/98]

Minister for Education and Science (Mr. Martin):

I propose to take Questions Nos. 68 and 107 together.

There are a number of initiatives in place in both the university and institute of technology sectors specifically geared towards disadvantaged students. These initiatives involve links with second-level schools and local communities. Examples of these activities include the pathways through education project, supervised study programmes, summer schools, study skills programmes and mentoring. There are two aspects to these programmes, one involving assistance to students to meet the points requirements for courses, enabling them to obtain a third level place through the standard CAO entry procedure. The other aspect of the programmes are the special entry arrangements through which more flexible entry criteria are applied and various supports are put in place for students entering by this method. It will take some time for the effect of these programmes to be reflected in the actual numbers going on to higher education. Consequently, my Department does not have detailed statistics in relation to student numbers assisted under these initiatives at present.

Deputies will appreciate the multi-faceted nature of the initiatives under way which are indicative of my commitment to tackle educational disadvantage. These initiatives span the first and second level systems as the need for an 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.

I am reviewing my Department's overall response to the problem of educational disadvantage and I will continue to extend these initiatives as resources permit.