Dáil Éireann díospóireacht -
Wednesday, 30 Jan 2002

Vol. 547 No. 1

Written Answers. - Adult Education.

Willie Penrose

Ceist:

1296 Mr. Penrose asked the Minister for Education and Science the position in relation to the implementation of the White Paper on Adult and Continual Education; the programme set out by his Department for the full implementation of same; and if he will make a statement on the matter. [2358/02]

Minister for Education and Science (Dr. Woods)

The Government's White Paper on Adult Education: Learning for Life, published in August 2000, set out a comprehensive range of over 80 policies and actions for the development of the adult education sector, which are being implemented on a phased basis in the light of resources available.

Progress is under way in a range of areas, for example: The National Adult Literacy Strategy is progressing apace with the number of students in VEC schemes having increased from 5,000 to 18,862, and with some 235,000 people per week watching the second TV series READ WRITE NOW. There have also been strategic developments in the quality of the service, with strengthened links with other agencies, greater flexibility, an expansion of options and venues, a nationally certified staff development programme, a quality framework and research on assessment.

The implementation of the back to education initiative, providing a major expansion of part-time options under PLC, Youthreach, and VTOS programmes principally aimed at young people and adults in the population with less than upper secondary education, will commence shortly. Some 4,000 places will be filled initially and a further 2,000 in September 2002. This will be expanded further in subsequent years with the aim of having 20,000 extra places per annum in place by 2006.

The National Adult Learning Council will be established in March as an executive agency of the Department of Education and Science. The council will include representation from education and training, industry, trade union, community and voluntary interests and learners. It will develop co-ordinated adult learning strategies across a range of levels and sectors, support quality, monitor the implementation of an agreed strategy, engage in research and support international co-operation.

A national team of 35 community education facilitators will be appointed shortly to support the development of community education groups, network providers, help them access funding, support and monitor quality and encourage partnerships with the statutory sector.

Phases 1 and 2 of the development of an adult guidance service are under way, with a service now operational in 19 areas. Phase 3 will commence in 2002. The aim is to have a comprehensive national service in place by 2006. A review of the organisational, management, administrative, technical and ancillary support services for post leaving certificate courses is nearing completion.

New arrangements have been introduced for schools to encourage the development of adult self-funded part time courses, providing for posts of responsibility, a once-off grant scheme, and for profit from fee income to be re-invested in adult learning.

An educational equality initiative which addresses gaps in the system for disadvantaged groups and pilots new approaches with a view to mainstreaming is now in place. A feasibility study is under way for the development of a further education management information system which will enable the progress of specific groups, such as lone parents, travellers etc to be monitored over time.

The report of the action group on access to third level education has been published and top up maintenance grants have been introduced for students most in need. The National Qualifications Authority and the Further and Higher Education and Training Awards Councils have been established on a statutory basis to provide a unified framework for the accreditation of all non-university vocational education and training at further and higher levels. This is a vitally important development, which will assist in the longer term in enhancing quality and relevance, providing for streamlined progression pathways, and for mechanisms for the accreditation of prior learning and work based learning.