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Dáil Éireann díospóireacht -
Tuesday, 21 Nov 2000

Vol. 526 No. 3

Written Answers. - Educational Disadvantage.

Róisín Shortall

Ceist:

95 Ms Shortall asked the Minister for Education and Science the measures which have so far been implemented under the new deal on educational disadvantage at all levels the amount of funding which has so far been spent; and if he will make a statement on the matter. [26513/00]

Willie Penrose

Ceist:

107 Mr. Penrose asked the Minister for Education and Science if, further to his commitment to give priority to educational disadvantage, he will state the steps he has taken to address this problem [26532/00]

I propose to take Questions Nos. 95 and 107 together.

I have set the tackling of educational disadvantage as a priority. Educational disadvantage is a complex issue, encompassing social and economic issues, which need to be addressed on a number of fronts, both legislative and administrative. Significant progress has been made this year in addressing educational disadvantage in all sectors of education. I will now refer to a number of these.

In relation to pre-school education, I have recently invited third level institutions to submit proposals for the operation of a pilot project to develop and co-ordinate early childhood education provision in pursuance of the objectives in the White Paper on Early Childhood Education, Ready to Learn.

At present, I am finalising proposals for a major new three year programme at primary level. This programme will involve the allocation of 200 new teaching posts and financial assistance to schools with the greatest concentrations of pupils from disadvantaged backgrounds. A key feature of the new programme is that participating schools must agree, in advance, to target the additional resources being provided at those pupils identified as being at risk of educational disadvantage. Schools will also be given appropriate support for the development of holistic and integrated in-school and out-of-school supports for the pupils concerned, in collaboration with other statutory and voluntary services. The programme will cost in excess of £25 million over three years.

School attendance and retention are issues at the core of educational disadvantage. The Education (Welfare) Act, 2000, which deals with the problems of non-attendance at school, was enacted last July. With a view to implementing the Act, I have recently invited nominations for appointment to the interim Education Welfare Board from the education partners and relevant Government Departments and I will be in a position to establish the board once all of these have been received.
I believe that the most likely model of response to succeed, in dealing with early school leaving, is one which involves the community and other statutory agencies, including schools working together, in the provision of services to children and families at risk. This is a key element of the Stay in School initiative under which each school receives funding of up to £40,000 per annum to implement plans, which they themselves help to design. I extended this scheme to another 59 schools earlier this year bringing the total number of schools involved to 117. In addition, I have extended the eight to 15 early school leaver initiative for a further two years involving annual expenditure of £2.3 million.
In the area of further education, a representative working party has been established to make recommendations on an implementation and funding framework for the back to education initiative. Funding for adult literacy has increased from a base of £850,000 in 1997 to £7.825 million in 2000, plus an additional £960,000 for programme development. An interdepartmental group has been examining how best the literacy service can cater for unemployed people. Following successful radio initiatives, I commissioned a TV series of 12 programmes in literacy awareness and tuition for adults, which is being broadcast on RTE 1 at present. As a result of these initiatives, the number of clients catered for annually by the literacy service has increased from 5,000 to 13,000. The TV series is watched by an average of 172,000 people each week.
I have initiated the implementation of the first phase of development of an adult guidance service with the establishment of 11 projects. In addition, a White Paper on Adult Education: Learning for Life, was launched in August 2000 setting out a comprehensive strategy and range of actions for the future development of the adult education system, following an extensive consultation process.
In relation to third level, I have established an action group on access to third level education to advise me on the most effective ways of increasing participation by disadvantaged groups at third level. The group will report to me within three months and its findings will inform future policy in this area. In addition, I expect that a total of £3.428 million will have been spent on special measures aimed at tackling disadvantage at third level by the end of the year. A wide range of measures have been taken to address retention and access issues in the institutes of technology sector including the appointment of access officers in each institute.
In the area of special needs provision, a high level planning group in my Department has been working on the development of new arrangements to ensure the most effective provision of a high quality co-ordinated service at all stages of the education system for all students with disabilities. I expect to receive the report of this group in the very near future and I can assure the Deputy that I will respond as positively as possible to any proposals which will improve my Department's response to children with special needs. An allocation of £4.25 million has been made to advance this issue.
I am satisfied that the multisectoral approach outlined will have a significant and meaningful impact in addressing educational disadvantage and enhancing the life chances of many young people and adults who might not otherwise reach their true potential.
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