Dáil Éireann díospóireacht -
Wednesday, 7 Mar 2001

Vol. 532 No. 2

Written Answers. - Educational Disadvantage.

Pat Rabbitte

Ceist:

42 Mr. Rabbitte asked the Minister for Education and Science in respect of the new programme to tackle educational disadvantage, the reason he has not set any targets for dealing with this problem; if he will do so in order to effectively eliminate this problem in the medium term; and if he will make a statement on the matter. [6952/01]

Minister for Education and Science (Dr. Woods)

When I became Minister for Education and Science, I set the tackling of educational disadvantage as a priority and it is my intention to provide additional resources at all levels of education to tackle educational disadvantage in all its manifestations. The new programme Giving Children An Even Break which I launched recently addresses educational disadvantage at primary level. Schools selected for support under the three-year programme were identified through a comprehensive independent survey of educational disadvantage in schools. The programme will cost some £26 million over the three-year period and involve the immediate creation of 204 new primary teaching posts and the allocation of cash grants to over 2,300 primary schools in respect of disadvantaged pupils.

The additional teaching and funding resources being provided under the new programme must be used for the provision of holistic supports for pupils from educationally disadvantaged backgrounds. This is a key objective of the programme. Under the urban phase of the programme, I am committed to supporting schools with the highest concentrations of disadvantaged pupils in the maintenance of maximum class sizes of 20:1 in junior classes and 29:1 in senior classes over the three-year period. In rural areas, selected schools will have the services of a teacher-co-ordinator who will work in clusters of four or five schools. Prioritised schools that could not be clustered with other similar schools will receive financial supports as an alternative to teacher-co-ordinator support. In addition, all participating schools will receive additional funding to be used in the provision of a range of in school and out of schools supports for the pupils concerned.

A programme of school and teacher support that will aim to maximise the benefits of the new programme for the targeted pupils will shortly be put in place. Teachers will be supported and developed to adapt their teaching styles and strategies so that their pupils will derive maximum benefit from the significantly reduced pupil-teacher ratios. Schools and their staffs, including new local co-ordinators, will be supported in the effective use of the new teaching supports and new financial allocation in providing enhanced services that meet the needs of at risk young people in school and out of school.

The action I am now taking under the new programme will have a significant impact in addressing educational disadvantage in primary schools and will enhance the life chances of many young people who might not otherwise reach their true potential.

The new programme will be subject to independent evaluation to ensure that the programme is meeting its objectives and to assist in its future development.