Arthur Morgan
Ceist:153 Mr. Morgan asked the Minister for Education and Science his views on efforts to tackle educational disadvantage in the context of a recent report from St. Vincent de Paul, entitled, Learning To Make Do Won't Do. [26594/03]
Written Answers. - Educational Disadvantage.
A copy of Learning To Make Do Won't Do – a survey on educational disadvantage – was received by my Department earlier this year.
I welcome the latest contribution by the Society of St. Vincent de Paul to the debate on educational disadvantage. Tackling this complex issue has been my number one priority since my appointment as Minister for Education and Science. It is my intention to ensure that available educational resources are targeted at the most disadvantaged people in the education system at all levels. My objective is to ensure that all young people leave the education system with a high quality education and related qualifications to support their full participation in society and in the economy.
My overall approach to tackling educational disadvantage is set in the context of the Government's National Action Plan Against Poverty and Social Exclusion, 2003-05, NAPSincl, and the latest social partnership agreement, Sustaining Progress, which contains a special initiative focused on literacy, numeracy and early school leavers. Some €460 million is being provided by my Department in 2003 for programmes specifically designed to tackle educational disadvantage in accordance with the strategies outlined in the NAPSincl and Sustaining Progress. This includes provision for programmes at pre-school, primary and post-primary levels as well as provision for the youth sector, further education measures and programmes designed to broaden access to third level for students from disadvantaged backgrounds.
As well as targeting resources at those schools with the highest concentration of disadvantaged pupils, my Department also supports initiatives specifically designed to help alleviate the costs of education for parents living in disadvantaged areas. To this end, I have provided more than €10 million in 2003 for the book grant scheme which will benefit more than 270,000 pupils in disadvantaged areas. This initiative is complemented by the schools meals scheme and the back to school clothing and footwear allowance which are operated by the Department of Social and Family Affairs.
In all this work I am advised by the statutory educational disadvantage committee set up under the Education Act 1998 to advise on the policies and strategies to be adopted to identify and correct educational disadvantage. This committee, chaired by Professor Áine Hyland, brings together experts from across the community of education interests and is a very important resource for me in ensuring that real progress is made in this area. One of my key concerns is to improve the level of integration between the various educational disadvantage programmes operated by my Department. In this regard, I have requested the committee to undertake a root and branch review of all of the programmes to ensure optimum synergy and integration between them. The committee is engaged in this review.