Written Answers. - Educational Disadvantage.
Bernard J. Durkan
Ceist:
41
Mr. Durkan
asked the
Minister for Education and Science
if he is satisfied with the adequacy of primary education to meet current and future demands having particular regard to areas of social or economic deprivation; and if he will make a statement on the matter.
[10233/03]
Bernard J. Durkan
Ceist:
248
Mr. Durkan
asked the
Minister for Education and Science
the current pupil-teacher ratio at primary and second level in areas of social deprivation and unemployment; and if he will make a statement on the matter.
[10512/03]
Bernard J. Durkan
Ceist:
249
Mr. Durkan
asked the
Minister for Education and Science
the extent to which he proposes to enhance education in areas of social and economic deprivation; if he has studied experiences in other jurisdictions on the issue; and if he will make a statement on the matter.
[10513/03]
I propose to take Questions Nos. 41, 248 and 249 together.
In framing the education spending Estimates for 2003 I decided that priority would be afforded to specific targeted programmes for tackling educational disadvantage and for primary and post-primary education.
My overall approach to tackling educational disadvantage is set in the context of An Agreed Programme for Government and the Government's national anti-poverty strategy, NAPS. The NAPS approach for education is based on a continuum of provision, from early childhood through adulthood, with the focus on preventive strategies, targeting and integrated community responses. The strategies and programmes which we are implementing to achieve the NAPS targets, build on the very comprehensive range of measures that have already been put in place to counter educational disadvantage. At school level these include the following:
– The Early Start Pre-school Pilot Project
– Home/School/Community Liaison Scheme
– The Support Teacher Project
– The School Completion Programme
– Youthreach
– Reading Recovery Programme
– The Needy Books Grant
– The Book Rental/Loan Schemes
– Library Grants
The projected current pupil-teacher ratio for primary schools generally is 18.4. The new disadvantage programme in primary schools, Giving Children An Even Break, subsumes the previous process of designation of schools that serve areas of disadvantage and the Breaking the Cycle pilot project. Over 200 schools, categorised as urban in Giving Children an Even Break, with the highest concentrations of at risk pupils are being supported, where necessary, through staff allocations to implement reduced pupil/teacher ratios of 20:1 in junior classes, infants through second class, and 27:1 in senior classes (third through sixth class). In addition, 32 urban and 121 rural primary schools involved in Breaking the Cycle are being supported through staff allocations to implement a reduced PTR of 15:1.
The projected current pupil-teacher ratio for second level schools generally is 13.6:1. The criteria, which regulate the allocation of teaching posts to second level schools, provide for an additional allocation of a post to approximately 200 schools which are designated as disadvantaged.
My Department's strategies have also included widening the educational experience available to students, which aim to achieve a greater level of inclusiveness in curricular provision and meet the needs of the diversity of pupils in our second level schools, by expanding funding for programmes such as:
– Junior Certificate Schools Program (JCSP)
– Leaving Certificate Vocational Programme (LCVP)
– Vocational Preparation Training (LPT)
– Leaving Certificate Applied (LCA).
The strategies and programmes outlined should make the experience of school more positive and worthwhile for pupils in areas of social or economic deprivation and so help alleviate the problem of educational disadvantage. The issue as to how education may be further enhanced in such areas is being considered in the context of a broad review of our existing initiatives and experience in other jurisdictions will be considered as part of this process.
