I propose that Deputy Michael Bell be elected as Acting Chairman.
Election of Acting Chairman.
Clerk
Is that agreed? Agreed.
A copy of the proposed timetable has been circulated. May I take it the times are agreed? Agreed. The suggested timetable is intended to assist in discharging of business in a businesslike fashion. However, it is not rigid and I propose to adopt a flexible approach in this matter. I assume that is agreed. Agreed. Today the Select Committee is considering Estimates for the Department of Education. I am sure that Members who wish to contribute look forward to a constructive discussion.
The spokesperson for the Technical Group may have difficulty appearing at the time specified on the agenda. I propose that if a member from that group is not present at the time specified, that person be allowed contribute later in the day.
I have no problem with that.
Education Votes.
I welcome this opportunity to discuss the 1994 Estimates. I look forward to hearing the views of the members of the select committee, to responding to members' contributions and questions on the Estimates and the issues arising from them.
The Programme for a Partnership Government recognises education as the key to our future prosperity. The 1994 Estimates are a further concrete expression of the Government's commitment to the education sector.
The NESC report "Education and Training Policies for Economic and Social Development", clearly showed the connection between education and employment opportunities in Ireland. The Government and the social partners accept in the Programme for Competitiveness and Work that the key elements in competitiveness now of greatest importance are no longer confined exclusively to the direct costs of production and they include in particular the quality of education and training.
The Programme for a Partnership Government, in addition to recognising the economic importance of education, also underlines the central importance of education in promoting equality and equal opportunity for all our citizens. It identified a number of key policy priorities including tackling disadvantage both in school and out-of-school, including the provision of "second chance" opportunities for adults and improving access to third level and provision of the necessary supports for this task, including remedial psychological and guidance counselling services and maximising the benefits from the European structural funds.
It committed the Government to vigorously pursuing the open consultative process with the partners to create a new policy and legislative framework for our education system: a reformed framework to meet and cope with the needs and challenges facing us as we approach a new millennium.
The past year, my first year as Minister for Education, has been a year of unprecedented consultation on education reform and I have ensured that the process has been open and democratic. The National Education Convention, a watershed in the history of Irish education, was held in October last year and proved an enormous success. A broad range of groups was involved and I had the opportunity to listen to the views of these partners in education in a very public way.
It is my intention to forge ahead with the preparation of the White Paper on the basis of the comprehensive consultation process which has and is taking place. The process of reform cannot afford to lose is momentum. The White Paper will map out the Government's vision of the future of Irish education. It will be followed by the bringing of legislation before this House and I look forward to the considered contribution of Deputies from all sides to the debate at that stage.
In the short time available to me today, I wish to focus on three key themes which have underpinned my strategy since taking office: the significantly improved overall funding for the education sector; the targeting of resources to the disadvantaged and those with special needs and the emphasis on more relevant classroom processes through curriculum reform and in-career development.
The 1994 Estimates allocation for the education group of Votes of £1,792 million is an increase of over 11 per cent on the amount provided in 1993.
Some of the main increases in the primary education sector are capital for building expenditure at primary level has been increased from £17 million in 1992 to £19 million in 1993, and now to £26 million in 1994. This year's increase of 36 per cent will allow 73 additional major projects to commence in 1994; the capitation grant for all schools has been increased by a further £5 per pupil at primary level. This means that the capitation grant has been increased from £28 in 1992 to £33 in 1993, and to £38 in 1994; recent demographic trends have resulted in a reduction in the number of teachers required, but I have ensured that all these teaching posts will be retained. In 1993, the pupil-teacher ratio was reduced from 25:1 to 24.2:1 and the retention of these posts in 1994 will effectively reduce the pupil-teacher ratio to 23.4:1; at present ten additional psychologists are being recruited at primary level. This is the first phase of the implementation of the commitment in the Programme for Government to provide a nationwide psychological service at primary level. This will also help fulfil part of the recommendations of the bullying guidelines.
At second level, capital for building expenditure was increased from £20 million in 1992 to £27 million in 1993, and to £37 million in 1994. The 1994 allocation represents an 85 per cent increase on the 1992 expenditure.
The capitation grant for voluntary schools has remained static since 1990. This year, it is being increased by £2.8 million, which represents a 9 per cent increase on the 1993 allocation. There will also be increases for the community, comprehensive and vocational education committee sectors.
Teaching resources will be improved at second level as follows: an additional 45 career guidance posts will be allocated in 1994; an additional 110 schools will be allocated a vice principal on an ex quota basis; an allocation of an additional £800,000 has been provided for the continued expansion of caretaker-clerical services in second level schools; the funding for the books scheme has been increased by almost £400,000, this represents an increase of 13 per cent.
The 1994 provision for the third level sector reflects its importance and the contribution it makes to cultural, economic and social development. The increase at third level include an additional £20 million, an increase of 19 per cent on the 1993 outturn, which has been provided for day-to-day funding of the regional technical colleges, the Dublin Institute of Technology and certain third level vocational education committee colleges; the allocation for higher education grants has been increased to take account of increased numbers in higher education, and improvements in the higher education grants scheme in 1992 and in 1994, £16 million is being provided from Exchequer funding and £19 million has been provided in the national plan for capital expenditure at third level. This £35 million will allow for major development of the infrastructure in third level institutions.
My second priority in the targeting of resources to the disadvantaged and those with special needs. At first level it is estimated that a minimum of 400 teaching posts will be made available this year. I will allocate the posts as follows: an additional 100 remedial teachers will be appointed; additional teachers will be appointed to schools designated disadvantaged, and these appointments will have the beneficial effect of ensuring that infant classes will not be larger than 29 at these schools; 120 additional posts will be allocated to special education — an unprecedented commitment to pupils with special needs; 15 additional posts will be allocated to the home-school-liaison scheme; the disadvantaged fund has been increased by £714,000, an increase of nearly 40 per cent on the 1993 outturn. This fund will be used as follows: an additional 50 schools will be designated as disadvantaged for the purpose of capitation, bringing the total percentage of students in schools designated as disadvantaged from 12 per cent in 1992, 15 per cent in 1993, and now to 18 per cent in 1994.
Schools designated as disadvantaged had their capitation grant increased to £55 in 1994. All 308 schools in the disadvantaged category will now be eligible for the payment of their TV licences through the provision of £18,000.
I have decided to set aside 5 per cent of the disadvantaged fund for research into issues relating to educational disadvantage. Consequently, £35,000 is being allocated to two major research projects; the first will monitor the development of the pre-school programme; the second will involve the Combat Poverty Agency providing an evaluation of the current criteria for designating disadvantage.
Under the disadvantaged scheme funds will be made available to assist schools in developing good library facilities for their pupils. Research has shown that library facilities are a key factor in students achieving a reading ability appropriate to their age.
An allocation of £36,000 has been made available for the installation of telecommunication facilities to all island schools. These facilities will include telephones, modems, computers, printers and fax machines.
For those children with special education needs I have targeted available resources in the following way. An additional 50 child care assistant posts will be provided for special education schools. An additional £2 million has been provided to dramatically increase capitation grants for schools with children with a handicap. As part of the allocation of this fund, children of post-primary going age, will be in receipt of capitation fees related to the capitation fee at ordinary second level schools. I am setting aside £100,000 from the primary in-service allocation for the provision of in-service training for teachers of children with a handicap. Extra administrative principals will be allocated to schools of special education. An allocation of £100,000 has been made available for the provision of escorts for children with a handicap travelling to and from school on certain school transport routes.
The targeting of funds for the disadvantaged in the primary education sector in the 1994 Estimates represents significant progress but the school alone cannot solve the problems of disadvantage. Co-operation with parents and early intervention in schooling are vital for the life chances of our young people.
The pre-school projects promised in the Programme for Partnership Government will be located in the areas of greatest need in Dublin, Cork and Limerick. They will be staffed by trained national teachers and support staff and there will be a very high degree of active parental participation in these units.
I will commission the Educational Research Centre to monitor and evaluate the pre-schools. Significantly, they will be integrated with existing and new services of other State Departments and voluntary agencies.
At second level, for the disadvantaged student, schools designated as disadvantaged will receive an extra £23 per pupil this year. This means that a 500 pupil school will receive an additional £11,500 for running costs. An additional 60 disadvantaged teaching posts and an additional 25 remedial posts will be allocated. An additional 15 post primary schools will be provided with the services of home school liaison co-ordinators.
In 1994, an additional £276,000, an increase of 55 per cent, has been provided for a series of initiatives to address disadvantage and special needs at post-primary level. An allocation of £50,000 has been provided for the first time for the provision of specialised equipment for children with special needs who are integrated into ordinary schools. A major pilot project will commence this year on the development of appropriate curricula for children with special needs of second level school going age.
To alleviate disadvantage at third level, a new fund of £200,000 has been provided for students in higher education institutions. Discussions will be initiated with the authorities in third level institutions with regard to the appropriate utilisation of this fund.
For adult and continuing education, 1994 is a good year. Additional resources have been made available to the Vocational Training and Opportunity Scheme (VTOS) to provide for 2,500 extra places. Additional resources will also be provided in 1994 to create an additional 400 places on Youthreach programmes in addition to the 1,600 places already in operation by the Department of Education.
Funding for adult education organisations will increase by 10 per cent in 1994. An additional £200,000 has been allocated to enable a broader range of initiatives to be provided for adults in disadvantaged communities. An additional £216,000, representing a 14 per cent increase, has been provided in 1994 to assist the ongoing work of the adult literacy and community education scheme and will greatly enhance literacy programmes and community education for adults living in disadvantaged communities.
As regards curriculum reform and teacher in-career development, currently about 73 per cent of students complete the senior cycle. At present some 12,000 pupils leave our schools with the junior certificate as their only formal second level qualification. In addition, the NCCA believes that a substantial proportion of those, 23 per cent, who take all their leaving certificate courses at ordinary level may not be following a programme responsive to their aptitudes, abilities and needs.
Given the very wide spread of ability levels and aptitudes of students who are now following the senior cycle, it is increasingly necessary to ensure that the curriculum provision at that level is appropriate and beneficial to all students. The availability of the option of a three-year senior cycle for all students entering second level education from 1994 onwards has presented new possibilities. The transition year becomes available to all schools this year. The two year leaving certificate course will incorporate three elements: leaving certificate subjects at ordinary and higher level; the leaving certificate applied programme and the leaving certificate vocational programme. All leaving certificate subject syllabi will be revised on a phased basis, beginning in 1995.
This extensive reform of the senior cycle which is now under way involves considerable costs. One of the major costs is in-service training of teachers and I am making provision at post-primary level to help schools implement the changes in both the senior and junior cycles through a new unit in the Department of Education.
These provisions for in-service education are an important component of the national plan. The total provision for inservice education in 1994 for primary and post primary is over £5 million and this constitutes a major commitment to improvement of the quality of education.
On taking office, I committed myself to bringing about fundamental change in education over a four year period. The provision for education in these Estimates, with the increases already provided in 1993, will enable me, with the many dedicated people in the education sector, to maintain and improve the quality of education and to make further substantial progress in implementing the education chapter of the Programme for a Partnership Government.
I welcome the opportunity to debate these Estimates. The Minister and Minister of State are surrounded by a phalanx of officials. Many people would give their right arm to sit in this august Chamber and I hope they relish the opportunity they have been given to do so.
The Minister stated she wished to bring about fundamental change in the educational system. Within the first year of taking office she did so by sidelining parents. She involved parents in many committees but in the more crucial ones, for example, the sex education advisory group, representatives of the unions, parents and management were excluded. It is sad that in her first year in office she should sideline such important players in the education scene.
The Minister ignored the wishes of parents in the choice of school in one case. I do not want to go into this point in detail, but the fundamental change in this regard has not been for the better, and the Minister should re-examine the issue. The views of parents on any decisions which affect their children must be upheld; they have to be given a real voice in any decisions which are taken. The Minister referred to the consultative process and the involvement of groups. We want to see real evidence of this involvement on the ground.
I wish to refer to the very important and topical issue of the number of places available on the higher diploma in education courses in the five universities. Recent newspaper reports have referred to the dramatic reduction in the number of such places by 227, a cut of approximately 25 per cent. This will have disastrous consequences for students who are completing arts degrees this years many of whom cannot get places on higher diploma in education courses. These students, who will shortly be sitting their final exams, do not know what they will do if they do not get a place on this course.
Why has the number of places available for the higher diploma in education been so dramatically reduced? In a recent newspaper article an unknown source in the Department is quoted as saying there is no demand for these places. Students who have contacted my colleagues and I — I am sure they have also contacted the Minister and her colleagues — have clearly indicated that there is a great shortage of places and many students will not get an opportunity to do a higher diploma in education course this year, although I have been informed by the colleges that space is available. I hope the Minister in her reply will say why she agreed to this dramatic reduction of 25 per cent in the number of places. Ten years ago the number of places available on such courses was approximately 1,300, while today it is approximately 800.
The Minister said that the transition year would be available as an option to students in second level schools. There is a good demand among students for the transition year which will give them an opportunity to develop outside the academic sphere. I would like to think that this option would be available to all students. However, the reality is somewhat different. I cannot find anywhere in this year's Estimates any specific funding for the transition year. The curriculum for it has to be school based. How are teachers expected to prepare this curriculum and at the same time teach a full-time course? Is the Minister prepared to appoint part-time teachers so that the teachers in charge of the transition year will have adequate time to draw up a worthwhile and challenging curriculum which will include the terms which both the school and the community want? Will the Minister provide the badly needed resources to ensure that the transition year is a real option for students?
Many teachers have told me they would like to offer a transition year as an option for students but they do not have the necessary resources, materials or space for such a course. If the transition year is fully taken up the school population will be increased by 20 per cent. Has the Minister allocated funding for the provision of extra space in schools to facilitate this increase in the student population? I do not see any funding for this purpose in this year's Estimates. Will the Minister outline how she expects this option to be available for students if the necessary resources are not available to back it up? I hope she will respond to this reasonable question in her reply.
I wish to refer to one of my old hobby-horses — this matter is also dear to the Minister's heart — that is, disadvantage in schools. I commend the Minister on her efforts to date in appointing extra remedial teachers. However, there is a great lack of transparency in the way these remedial teachers are appointed. As a Deputy from a rural constituency I am continually approached by school groups and individual schools about remedial teachers and how they should go about securing such appointments. In Dublin there is one remedial teacher for approximately 400 pupils, whereas in Roscommon there is one remedial teacher for approximately 950 children. I suppose one could conclude that——
The children in Roscommon are brighter.
Yes, and more discerning. When the people of Roscommon elect people like Deputy Connor one could say that is an accurate assessment.
They also elected the Taoiseach.
That is a minus.
Many people are not happy about the way remedial teachers are appointed. The Minister gave three criteria for the appointment of remedial teachers — the number of people on medical cards, the number of people unemployed and the number of county council houses in the area. These criteria militate against rural schools as many of the students do not come from county council houses and there is not a large number of unemployed people in the area. This bias in favour of urban schools has to be addressed. It would be much fairer to appoint remedial teachers on the basis of educational disadvantage, which can easily be assessed in a real way.
There is a high level of testing among pupils in most schools and all this information is readily available to the Department, which decides which schools or combination of schools should get a remedial teacher. I am aware that this criterion is not applied in deciding to which schools extra remedial teachers should be allocated. Such decisions seem to be taken on political basis. In Roscommon or other areas in the past, the manner in which remedial teachers were allocated was based very clearly on the presence of a strong Member of Parliament in the constituency. I am also aware that at present many schools are told that information relating to educational disadvantage on the part of their pupils is not important in deciding whether they are allocated a remedial teacher. I am disappointed at that and it is something I should like the Minister and the Department to address. Whenever schools produce evidence of the criterion relating to the real educational disadvantage they should be responded to and remedial teachers allocated to them.
Unless a child receives attention from a remedial teacher for approximately 20 minutes per day such assistance will not be of much benefit. Information extracted from a survey I undertook some years ago indicated that only 10 per cent of schools had what I consider the ideal position vis-�-vis a remedial teacher, that is where the children in need of such assistance were provided with it for 20 minutes daily. That figure is too low. We should strive to allocate remedial teachers in a meaningful way to such schools so that their pupils can fully avail of their services. As a teacher, the Minister will be aware that, unless a child receives assistance for 20 minutes daily——
I hesitate to interrupt the Deputy but he has exceeded his time.
I shall conclude on that note and look forward to the Minister's response.
It is indeed an interesting and challenging time to be involved in education. I commend the Minister on the number of key changes and practical improvements she implemented since assuming office.
Molaim tú a Aire dá bharr sin agus guím rath ort sa mhéid atá beartaithe agat as seo amach.
Before proceeding I might enter one caveat, that is to urge the Minister not to get caught up in a barren, ideological battle about the control and ownership of schools. She should acknowledge that parents wish to retain the religious ethos within our schools. Moreover, parents want to retain the choice within the present system, one guaranteed under our Constitution, Bunreacht na hÉireann. She should concentrate on the practical features of what we should now be teaching our children, why and how we should be teaching them. These are the practical considerations which shape a good educational system.
I want to raise three matters of fundamental importance to the Progressive Democrats. First, I want again to draw the Minister's attention to the need for the introduction of equity and fair play between the PAYE and other sectors in relation to the eligibility requirement for third-level grants. While welcoming many features of the revised third-level grant programme announced by the Minister, the fact remains that the Government and the Minister have copped out on tackling the fundamental inequity within the overall system, which is the bias in the grants system against the PAYE sector and that the self-employed and farmers have and continue to do disproportionately well under its provisions. It had been my understanding that it was precisely to address and redress this issue that the Minister appointed a specialist group headed by Dr. Donal De Butléir who recently reported to her. I call on the Minister to publish the findings of that group so that the public can judge them. Having done that, the Minister must act on them because the core problem remains. Indeed this week details of this year's scheme were announced. The dilemma and difficulties, particularly of parents in the PAYE sector remain. I commend the Minister on the manner in which she integrated the administration of that scheme which will eliminate many difficulties experienced in previous years, making it easier for applicants in the forthcoming academic year.
The second issue I want to raise has been dealt with already by the Fine Gael spokesperson on education, the severe cutback in the number of places permitted by the Higher Education Authority in higher education courses in our six colleges nationwide. A limit as low as the one permitted is ill-advised and shortsighted and grossly unfair to hundreds of students who enter university education with the clear and express intention of obtaining a professional qualification, then pursuing a career in education at home or abroad. It is also grossly unfair that such students, in their degree year, discover that they will now obtain a place in the Higher Diploma in Education courses. In Cork a number of such students received notification on the day they were allocated their examination numbers, at a time when they should have been devoting all their energies to forthcoming examinations. That was a very poor lead-in to a very stressful time for them.
The quotas laid down for colleges like University College, Cork and University College, Galway, are unrealistically low, in that there has been a cutback in University College, Cork, of approximately 50 per cent for 1994 on the intake of 1993. That is totally unacceptable. It is ironic, when the Government's stated commitment is to reducing the pupil-teacher ratio, to introducing new programmes for senior cycle, to integrating young people with special needs into mainstream education, that the Higher Education Authority should seek to limit places to teacher training courses to this extent. It makes one wonder who will fulfil the fine aspirations of the Green Paper on Education. Who will teach the new technology? Who will be our career guidance counsellors? Who will replace the victims of the recent phenomenon of teacher "burn-out", so widely and emotively raised at recent conferences on education?
I urge the Minister, as I did in the course of an Adjournment Debate, to talk to the Higher Education Authority and have that ceiling lifted well in advance of the commencement of final examinations for so many of our graduates in colleges nationwide.
Finally I want to raise the issue of youth unemployment. A recently published survey confirmed the fact that unemployment among the young is 10 per cent higher than the national average, perhaps one of our greatest national scandals. Indeed Seán O'Casey once described Ireland as an old sow that eats its farrows. That is rough language. Because of the number of young people who are unemployed perhaps we have to use such language to stir us into doing something about it.
There is a direct connection between youth unemployment and poor educational achievement. There is a further well documented connection between low educational achievement and factors such as classes which are too large, unsuitable curriculum, poor remedial provision, patchy career guidance and poor motivation. These must be tackled head on.
I agree with Deputy McGrath regarding the Minister's efforts to date in providing more remedial teachers. She is on the right track but must intensify her efforts as a great deal remains to be done. It is absolutely unsustainable that we should contemplate a continuation of a level of youth unemployment which is 10 per cent higher than the national average. The survey to which I refer also confirmed that more than 70 per cent of those surveyed were unemployed a year after leaving school. The danger is that these young people will be funnelled into the limbo of long term unemployment unless something is done to rescue them quickly. That is a matter for other Departments and other Ministers. The task for the Minister for Education and the education system is to eliminate the factors that have led to these people leaving school with no qualifications and no ability or suitability to train for a vocational qualification. Nobody expects an educational system to deliver young people who will be employed when they leave but everybody expects them to deliver a generation of young people who are employable. That is the task and the challenge. I ask the Minister to intensify her efforts and to put in place not only the resources but a curriculum that will enable young people on leaving school, to make a bid for employment.
I hope I can accurately reflect the widely diverging views of this growing group I represent. There are four or five points to which I would like to refer specifically. I welcome the Minister's commitment and her work to date in engaging in a process of consultation with the partners in education. The recent education convention was a great success. However, the process of consultation will have to continue and will have to be reflected in the appointments made to various bodies, in the White Paper on Education and in the structures which are about to evolve for the education system. When the Minister invites us to contribute to the White Paper and to the education Bill I will examine whether parents, teachers and other interests in education are represented in a fair way in the new structures to be established.
I agree with Deputies McGrath and Quill regarding the reduction in numbers for the higher diploma in education. The same type of justification is being offered now as was offered seven or eight years ago for the reduction in intake into primary teaching and the short-sighted closure of Carysfort College — reduction in demand, demographic changes and so on. As a result of the reduction in the intake into primary teaching, large numbers of children are being taught in primary schools by untrained teachers because there are insufficient primary teachers. If we take the same short-sighted decision in relation to intake into the higher diploma in education we will have the same problem at second level.
Resources invested in education must be kept in education and must be returned to education if their use discontinues. During the past few weeks I received a reply from the Minister stating that 70 schools — including those closed due to amalgamation — have closed in the past five years. I was surprised recently when I discovered that the State has only managed to recover £68,000 of the very considerable sum invested in these schools over the years. I was glad to see a public statement by the Minister that it is her intention to recover all the money involved. When replying to the debate perhaps she would indicate the amount due to the State from the sale and closure of these schools.
It is unacceptable that educational resources are taken out of education at a time when there is such a demand for educational facilities. For example the decision to close St. Anne's school in Milltown, a perfectly viable school, for property speculation purposes is not acceptable. A effort should be made to ensure that buildings provided by the State are kept in education or, if not, that the proceeds of those facilities are returned to the education system.
I agree with Deputy Quill in relation to student grants. The Minister set up a review group with two terms of reference. In fairness she acted on the tidying up of the administrative chaos which had surrounded the grants scheme up to now. She has neither published the report, as promised, nor has she dealt with equity in the student grants system. In relation to the calculation of income, farmers or self-employed people can arrange their tax affairs perfectly legitimately in such a way as to deflate their income in the year in which their child applies for a higher education grant. This means that the child of a large farmer will qualify for a student grant whereas the child of a farm manager, working for that farmer, will not qualify. In another case the child of a publican will qualify for a student grant while the child of the barman will not qualify because of the different ways in which income is assessed. While I welcome the increased allocation for student grants I am concerned that a large slice will go to people who are in a better position to pay for their children's education than to PAYE workers whose children will be denied grants this year. Will the Minister publish the report and implement its recommendations in time for the allocation of student grants this autumn so that children of PAYE workers who are on the margin will not be denied them?
Throughout these Estimates a number of subheads contain the reference "national lottery funded". It is perfectly understandable that some subheads are funded from the national lottery as it was clearly established to fund youth and sports facilities but I am curious as to why about a dozen subheads are funded by it rather than the Exchequer. The subheads are legitimate, I support their funding and in making this point I do not wish to denigrate their importance. However, the Dublin Institute for Advanced Studies, the Institiúid Teangeolaíochta Éireann, the Royal Irish Academy of Music, Publications in Irish, grants to Irish colleges, international activities, library grants and so on were funded by the Exchequer prior to the establishment of the national lottery. I totted up the amount involved and in the region of £9 million national lottery funds is being used to fund areas of the education budget which previously had been funded by the Exchequer and should continue to be so funded.
The amount of money allocated to youth and sport activities is too low. We have discussed the problem of juvenile crime and the Minister for Justice has produced a plan to tackle crime by providing an additional 250 prison places each costing £120,000. State money would be better spent in providing assistance to voluntary bodies involved in youth and sporting activities at local level. Last night I met a woman who organised 100 people in after school activities for which she gets no assistance from the State. A few thousand pounds applied to those areas would do far more to address the social problems in many communities than building prisons to deal with the problems that arise. I respectfully suggest that if the £9 million being plundered from the national lottery to fund areas that should be funded from the Exchequer is set aside and allocated to youth and sports facilities it would be far better spent. I strongly recommend that course of action.
Vote 26: Office of the Minister for Education (Revised Estimate).
Vote 27: First Level Education (Revised Estimate).
It is now proposed to take Votes 26 and 27. As the Minister has given a detailed explanation in the documents circulated to the Members I propose to take the two Votes together at 1.30 p.m., 45 minutes will be allowed for Questions and comments and I wil-lask the Minister to reply 15 minutes before we break for lunch. I have a list of the Members who wish to ask questions and I will take them in that order.
I compliment the Minister for achieving a substantial increase in her budget for the second year. Those who are active at local level know it is making a major impact in schools. The attention paid to primary schools is welcome, in particular the provision of remedial teachers and greater resources for schools in disadvantaged communities. The provision for school transport has been increased in the Estimates. It is stated in the briefing note that £1.5 million of this will go to Bus Éireann and £100,000 allocated to provide escorts for pupils with special needs. Is there provision to give an increase to school transport operators, many of whom are doing a difficult job under difficult circumstances? In my area a number of them maintain that the fee has not been increased adequately for a number of years. Will the Minister confirm that remuneration of those who are providing a good service at local level will be kept in line with increasing costs? Deputy Quill referred to the barren ideological debate on control. I do not think the debate is barren and that ideology exists on one side only. All partners in the education process have a set of values and aims which they hope to attain through the education system. The education forum has done a good job in getting the education partners to elucidate their ideologies and in making arrangements for them to participate in a democratic education system and I urge the Minister to continue with this.
When will the target pupil teacher ratio of 22:1 be achieved? I acknowledge that great work has been done in tacking the problem of substandard accommodation at primary level but what resources are required to eliminate the remaining problem, particularly the replacement of substandard prefabricated accommodation which, unfortunately, still exists in many of our schools?
In Vote 26, is provision made in subhead A.1 — salaries, wages and allowances for a secretariat of the Department to be set up in Brussels? Some years ago the then Minister for Education, Deputy O'Rourke, undertook to establish an education bureau in Brussels in view of the level of interaction between education and the European Social Fund and the need to tap in at the highest level to the resources and options available. If that office was set up who mans it, if not are there proposals to develop it in the future? We welcome the increase in the Estimate for the provision of education psychologists but we have operated only two long term school psychological service pilot projects even though it has been proven for many years that educational psychology is a vital element in the development of an education service. Will the Minister inform us of the improvements and the ratio of students to education psychologists at primary level? What developments are planned for the future?
Much funding has been provided for improvement works in primary schools. People are now worried about losing teachers as a result of emigration and the decrease in the birth rate. Will the Minister consider retaining teachers in their school as a means of reducing the pupil teacher ratio?
On the question of remedial teachers I welcome the Minister's announcement. We need to ask how schools will share a remedial teacher. It is important that the Minister considers some of the suggestions made by boards of management. It has been suggested that three to four schools could share a remedial teacher. This is the only practical way it can be done given the numbers involved.
I ask the Minister to give Bus Éireann more responsibility for school transport. It would make life much easier for her and the Minister of State if Bus Éireann could decide on alternative routes. Recently I notified the Department that in some cases children are picked up at one point in the morning and set down at another in the evening. This is ridiculous and I find it hard to understand how this can be allowed to continue. While the service is adequate in the mornings it is nonsense that parents have to collect their children after school in the evenings. There is a need for flexibility and to give more responsibility to Bus Éireann which could resolve these matters quickly if it was allowed to do so.
I welcome the Minister and congratulate her on the wonderful work she has done since her appointment.
In relation to the capital programme, many communities have been waiting for up to 20 years for new schools and these will be built in the next year or two. I commend the Minister for increasing the number of remedial teachers. It was suggested that three to four schools should share a remedial teacher because the individual schools concerned would not have the necessary numbers. The Minister accepted this suggestion and it is working well in practice.
I am not happy with the school transport system. In my constituency there are many anomalies. Last week at my clinic a constituent advised me that they have two children, one of whom is attending the local girls' national school and the other the local boys' national school. While the boy is entitled to school transport the girl is not, though they attend schools in the same town. I ask the Minister to carry out a review of the system, given that there are many borderline cases and that one or two pupils may make a difference in determining whether a school bus service should be provided. In this case the parents have to bring the girl to school by car while the boy can travel by bus. I am sure every Deputy could highlight problems.
The Minister said that there is to be major investment in in-service training. When will this commence? In the 1994 capital programme, how much has been allocated to the gaelscoileanna?
I am delighted to contribute on the Estimates and to welcome the improvements which have been made, particularly in the school building programme and the psychological service to which previous speakers, including Deputy Higgins, referred. While I welcome the provision of additional posts, this service is still in its infancy. Will the Minister expand on what she had to say in her speech and outline the plans in terms of access to the service?
I am particularly concerned about children with normal ability but with special learning difficulties. This used to be known as dyslexia and can be caused by a variety of factors, including physical and mental difficulties. The psychological service is of critical importance in identifying and testing pupils with special learning difficulties. Where this service is not available many children could proceed to the leaving certificate before the problem is identified. If this service is not provided at primary level it is virtually impossible to identify the problem early.
Psychologists tend to tell parents that they have a child with normal intelligence who is well behaved. Parents are already aware of this but contend that their child has learning difficulties. I ask the Minister to address this issue. The problem is compounded by the fact that the child returns to the mainstream school system. It is estimated that up to 10 per cent of children experience difficulties of this kind. Traditionally they were considered stupid. The attitude appeared to be that if they were taught by a remedial teacher there might be an improvement. These children have enormous potential and if we fail to deal with them properly there could be a downside. I am concerned that these children are returned to large classes in schools which still do not have a programme on special learning difficulties. If schools are forward thinking teachers may have had access to training provided by the Association of Parents of Children with Learning Difficulties.
In relation to the funds being provided for in-service training, will the priorities be determined by teachers or will the Minister and the Department be involved? Will the Minister ensure that this matter is given priority? There is no doubt the position for many children with special learning difficulties is difficult. Children go home frustrated and in tears because of a lack of understanding on the part of teachers. I ask the Minister specifically to indicate how she thinks the improved psychological service will respond.
I welcome the small increase for adult education. This area has enormous potential to enrich people whose first experience of the education system was limited. More attention should be paid to that area. Under what heading will the VTOS schemes be included for funding? I am concerned about the small number of opportunities for the huge number who are unemployed.
This is the time of year for educational tours — I have one child going to the Zoo today and others are going to Sonairte and Clara Lara next week. Will the Minister indicate where she or her officials are heading on their educational tours? At local authority level we experience enormous frustration in the sports area, having failed to receive funding for sports, community and recreational puposes from the national lottery. The former Minister, Padraig Flynn, announced that in future such budgets would be given to the local authorities and that central control over such moneys would cease.
It is unfortunate that the Minister has not given responsibility for the disbursal of the funding to local authorities. Will the Minister of State take into account the consequences of the expansion of Croke Park? He could perform a useful function for that community by tying in with that grant a commitment from the GAA authorities to spend some of the money on easing traffic, and solving crime and other problems in the area? That would greatly improve conditions in the areas surrounding Croke Park.
I must remind Deputies that if everybody takes as long as Deputy Flaherty to make their contributions, I will not be able to facilitate everyone who wants to speak.
In the past when we debated the Education Estimate the main problems were the provision of additional schools and teachers. We now have remedial teachers and schools designated as disadvantaged, but I am concerned that such schools have been provided mainly in city areas and that some rural areas failed to get recognition in that regard. People in Border towns, such as Monaghan and Clones, made submissions this year for the designation of their schools as disadvantaged. Those towns suffered greatly over the past 25 years not only commercially but on a social level. Will the Minister take cognisance of that and look favourably on the submissions made to her in respect of the appointment of home-school liaison officers? In co-operating with local health boards and organisations such people could provide a worthwhile service in the community. Therefore, I appeal to the Minister to look favourably on those submissions.
The Minister stated there will be an increase of 11 per cent for primary school projects. In the past number of years the Department has identified and attended to the most needy, but a few schools in my constituency need assistance in this regard. Boards of management and parents' committees sometimes find it difficult to decide between extending the present school or building a new one. This was the case in Urble Shanny and in the end they purchased a new site. This can cause difficulties when the Department has other plans. The same applies to two other schools in the area, namely, Deravoy and Knockconan. Will the Minister recognise these schools this year?
All parents and teachers could make a case for the appointment of a remedial teacher to their school, but not all schools can benefit in that regard. As politicians we are placed in an invidious position when such teachers are appointed to one school in an area and not to another and people make representations to us. While the provision of 100 additional remedial teachers this year will not meet the requirements, the Minister is certainly heading in the right direction.
In the development plans for 1984-89 a third level education facility was proposed for the Cavan-Monaghan region, but it never materialised. I unsuccessfully raised the matter in questions to the Minister on a number of occasions. I hope the matter will be considered under the National Development Plan. Skills have been built up in the furniture and food processing sectors which should be capitalised on by the vocational education committees because those sectors offer great potential for job creation. We can talk all we like about alternative farm enterprises, tourism and so on, but at the end of the day it is what we produce and sell that matters. We must ensure we have the best possible operatives and know-how in those industries. The Minister responded positively to the demands for additional classroom facilities for vocational education committees. I hope she can meet the request for an outdoor education centre at Dartry which could be funded from the national lottery.
That facility is widely used by schools in Northern Ireland. It represents one of the best projects in terms of cross-Border co-operation and goodwill and additional funding should be made available for it.
I welcome the provision for children with special educational needs. As a member of a health board, I am aware that there is great emphasis on the allocation of money in the area of child care. That area is a sensitive one in my constituency. The provision of an additional 50 child care assistant posts for special education schools and the allocation of an additional £2 million to increase dramatically the capitation grants for schools catering for children with a mental handicap is in line with the social programme of health boards, the Department of Education and other bodies. I am aware that the health boards are anxious to co-operate with the Department of Education in this area. The Estimate contains many welcome provisions and I recommend it to the House.
I concur with many of the points already made and I will not repeat them. Under Vote 26, the Minister has substantially increased the allocation for the promotion of Ireland abroad as an international education centre and I strongly support that move and the thinking behind it. What countries and segments of the market will be targeted? What are the Minister's future plans in this area? Education systems have become competitive, with surplus places in Europe, particularly in the UK. Part of what is best about this country is an educational system of which we should be proud. While the £250,000 funding in this area is welcome, it should be substantially increased, if possible. In the broader sense more could be gained for our education system and I ask the Minister to explain the thinking behind this provision.
In am aware the Minister has provided for disadvantaged schools, remedial teachers and special schools. I am sure she will agree that the benefits accruing from the provision of additional remedial teachers far outweigh the benefits of the normal educational provisions because the need is so great. The Minister should continue a definite policy to increase the number of remedial teachers because the benefits that accrue from such a policy are extraordinary and give hope to people not catered for at present. Many special schools operate programmes run by other Departments, such as the youth employment programmes and others run by the Department of Enterprise and Employment. There is a degree of uncertainty among the staff of schools, particularly special schools, about the duration of those programmes. The Minister and her Department should take a more direct approach to the criteria under which teachers are appointed to special schools and the duration of their appointment. Those teachers give incredible assistance, improve the lives of the teachers and pupils of those schools and their appointment represents value for money.
The money allocated for the school transport system amounts to £37 million. Umpteen reports have been produced by the Department, Bus Éireann and other bodies. Funding in that sector should not be increased. I have no doubt that the funding for that scheme within Bus Éireann is used to subsidise other services delivered by that company. Does the Minister hold the view held by some of her predecessors that while her Department provides funding for the school transport system, it has no control over the company delivering the service which is under the authority of another Department and that it would be preferable if responsibility for its funding and control were to rest with the Department of Transport, Energy and Communications? That would be a more streamlined system and would give better value for money. I do not suggest that system can be delivered exclusively by the private sector, but there would be a great opportunity to trim the budget for school transport if Bus Éireann did not have such control over it and it was spread between semi-State companies and the private sector.
That is rubbish.
It is not rubbish. I have read enough reports, which I am sure the Minister and her predecessors have read, to know that is the case. I have seen the whitewash in this area and the reports rejected by the Department. What plans has she for this area or does she simply intend to maintain the status quo?
Small amounts of money available from the Vote to local authorities can have enormous impact. In recent years such moneys have virtually been lost. Those funds, which were put to very good use, should be made available as they were in the past. What plans has the Minister in this area?
I congratulate the Minister on her success in securing additional funding for education this year. I commend her for her priority-based approach to education spending. I wish to ask the Minister about the promised psychological service. These are difficult times for children and many are suffering from stress and the ill effects of social problems, such as the high level of unemployment, marital breakdown, alcohol and drug abuse and the increase in the number of dysfunctional families. Many of those ill-effects present themselves by way of behavioural difficulties in primary schools. Those problems, combined with learning difficulties, make it impossible for teachers to cope with their classroom work and at the same time attempt to meet the special needs of those children. There is a commitment in the Programme for Government to provide a psychological service at primary school level. The significant provision for that service in this year's estimate is welcome. Will the Minister indicate what service is envisaged, when it will be set up and how it will operate?
Significant sums of public money are allocated for recreational and sports facilities. Last year a number of Members raised questions about the system of allocating lottery funds for sports facilities. There were concerns that sufficient information was not available on the schemes and that sometimes it was difficult to understand the criteria under which funds were allocated.
It seems that no great effort was made to make sporting bodies, the public and local groups aware of the availability of this funding. In view of the concerns expressed last year, I would like to know if improvements have been made in allocating these sums of money. If so, will the Minister outline them?
I welcome the provision of additional moneys in the Estimates for a new school building for the North Dublin national school project in my own constituency, a very successful multi-denominational school on the north side of Dublin. Multi-denominational education is a growing sector and most of the schools operating now have very long waiting lists. It is clear that parents are opting for this type of school where they have the choice. Have any other multi-denominational schools had capital funding this year and how many are operating in the multi-denominational sector? Have any additional schools been given recognition this year?
I am grateful to the Chair for allowing me to make this contribution. I intend to parochialise the debate and I make no apologies for doing so. The Minister will recall that I was particularly critical of him last year because of the lottery grants from his Department. My constituency of Laois-Offaly has done very badly this year also. Will the Minister of State confirm he will be embarking on a widespread programme of announcements between now and the European elections? Perhaps he will launch his campaign before we leave here this evening or inform the House that he will not be making any announcements between now and the European elections on 9 June.
My other questions are directly to the Minister for Education with specific reference to Vote 26 in which there is a reference to my constituency of Tullamore. We in the Laois-Offaly area very much welcome the decision by the Department of Education to relocate a portion of its Department to Tullamore. Is there a plan, and will it be implemented in stages? Before we conclude the debate, perhaps the Minister would specify the timescale, the numbers involved and the exact proposals for the post-1994 era?
My other two points also relate to my constituency. I welcome the Minister's announcement and the progress she has made on schools with disadvantaged status. I would, however, alert her to the fact that County Laois has no school designated as disadvantaged, it is bounded by Carlow, Kildare, Kilkenny, Offaly and Tipperary, all of which have designated schools. Am I representing and living in an oasis of intellectual prowess or is there difficulty in designating schools in County Laois?
My final point relates to remedial teaching facilities. Again, fewer than half of the 68 primary schools in Count Laois have a remedial facility. A number of applications are with the Department and appointments will be made. Will the Minister ensure equity in the distribution of appointments? County Laois needs the same treatment as other areas in the country.
We have six minutes remaining which I propose to divide between Deputies Moffatt and Creed.
I welcome much of what the Minister said, particularly her announcement about escorts for the handicapped. However, I wonder if those escorts will be taken from the live register.
I note there has been no worth-while mention of the Irish language. Perhaps that will be rectified in the Irish paper.
The pre-school projects go mostly to densely populated centres in Dublin, Limerick and Cork and I hope the Minister will not forget the west.
The transition year in secondary schools is becoming very popular. Will the Minister be making faciities, especially accommodation, available for those classes? Two years ago there were 20 students in transition year in my area of Ballina. This year there were 60 students but there is no accommodation available. I would be grateful if the Minister would examine this problem.
Finally, I thank her for her commitment to the regional technical college in Castlebar.
I wish to raise three points with the Minister and I will begin with item A.7 on consultancy services. In a Dáil reply yesterday the Minister indicated to my colleague, Deputy Jim Mitchell, that her private press office costs the taxpayers £609,000. Compared with the 1991 figure of £318,000, that represents an extraordinary increase in expenditure. As I look with some envy at the array of very fine civil servants assisting the Minister, I note that none of her immediate family, spin doctors, personal managers, programme managers, etc., is in the Chamber. However, it is extremely dangerous for democracy to seek to subjugate the voices of all the other independent and important players in the field of education by the abuse of public funds that we have witnessed. I want the Minister to account in detail for the extraordinary increase in expenditure during her tenure.
The time allowed to me is brief but there are a number of other questions I want to ask. The role of arts in education is extremely important. The Green Paper on Education predates the Minister, but the mean-minded approach of the Department of Education to art is continued in circular letter S2/93 sent to all second level schools. We are dealing under this subhead with primary level. Will the Minister agree that access to the arts at primary level is based on social class and that if a child goes to a school in a disadvantaged area where parents are not in a position to contribute significantly to extracurricular activities or to fund the materials necessary for art classes, he or she will have no chance to cultivate an apppreciation of the arts in primary school? Did the Minister take note of the forum held last weekend, which was extensively covered in The Irish Times on Monday, about the place of music in the classroom? Does she agree that the same point applies — if one does not have money one cannot have access to the arts or music in primary school? What specifically is the Minister doing to redress the lack of access by pupils from disadvantaged backgrounds to education in and appreciation of the arts and music?
Finally, let me deal with an old chestnut, the national lottery. I am sure there must be some breakdown in communications between the Minister of State and the Minister. Let me cite an example to highight the wholly unacceptable manner in which national lottery funds are abused. On numerous occasions I made representations to the Department about the European disabled ski championships which are being held at Carrigadrohad in my constituency. Much work has been done by a voluntary group who eventually secured a £10,000 grant from the lottery which was announced by Senator Cashin.
I received a telephone call from one of the organisers apologising that she had not been involved in informing Senator Cashin of the announcement. This lady is a very fine person who has made enormous effort in organising the European Disabled Ski Championships. I informed her of how the system works and that there are those who would like us to believe there is transparency in this regard.
A commitment was made some years ago to give greater responsibility to local authorities in the distribution of national lottery funds. Is that proposal buried? Will local authorities have no say in the processing of lottery applications? Should they not be directly involved in the distribution of such funding? The national lottery has been, and continues to be, abused. It has strayed far from the ideas behind its establishment, about which I have some immediate knowledge. The Minister should account in detail for the raid on the public purse to fund her propaganda in terms of consultancy fees. How does she intend to increase access to the arts and music in primary schools for disadvantaged pupils? Will she provide for access based on class distinction?
I will give the answers to questions on matters under my responsibility and I will ask the Minister for State, Deputy Aylward, to deal with the matters under his responsibility. Deputies Gallagher, Higgins, Kitt, Moynihan-Cronin, Flaherty, Leonard, Cullen, Shortall, Flanagan, Moffatt and Creed contributed and I will deal with the subjects they raised.
There are three reports on the school transport system and I have undertaken, under pressure from the House, to publish them. Only three or four copies were sought and I am sure Deputy Cullen is one of those who read them. The school transport system has been in operation since 1968 and there has been no major revision since then. The Department of Education negotiates with Bus Éireann on the school transport system and Bus Éireann puts out to tender to the private sector some of its routes. There is responsibility on the Minister for Education to put in place a good value transport system that serves the students well.
During my term of office, and I am sure in earlier times, there have been differences about bus routes. We are considering cost efficiency and the demographic trends affecting children in schools. Boundaries of catchment areas are being considered and some areas previously described as urban areas are now included as rural areas. I have asked the Assistant Secretary of the Department of Education, with a small group of people including Department officials. Bus Éireann and transport liaison officers, to examine declining enrolments and the operation of the transport system and to make recommendations regarding anomalies. I have asked for that report within the coming weeks.
On first level education I was asked about the Government target on the pupil teacher ratio of 22:1. One of my priorities is that this ratio will be achieved for the school year beginning September 1996.
Some of the questions on school buildings refer to second and third level and I will answer them this afternoon. On the primary school building programme, £1 million has been spent since 1990. Many of the prefabricated buildings are at the end of their life. The Programme for Government states that an increased amount will be allocated in each of the next five years to implement a planned programme of replacing or refurbishing sub-standard school buildings. Members will agree I am well on my way down that road. In order to ensure that the building programme will proceed in a transparent way and that buildings that urgently require attention receive it, a national survey has been completed by the Department of Education. I will share the information on this matter with Members.
The Minister should publish the list.
I published the list this year, as I did last year and I will publish next year's list in time.
Proposals have been put forward on locating Department of Education staff in Brussels. The cost of this proposal would be £180,000 per person. I have made decisions about additional staffing, particularly in the in-service area. I set up a new unit in the Department of Education and I have also made a decision on psychologists. I have to weigh up the costs and benefits of proposals. Members of the Department frequently travel to Brussels and they should be commended on their work. The Department of Education has performed well in terms of our participation in the European Union. If funding is available I will consider a departmental presence in Brussels.
I would like to be very clear on remedial posts. Remedial posts are not allocated in the same way as are posts in disadvantaged schools. Schools apply, stating their needs, and the applications are referred to the inspectorate. Local inspectors assess priority of need on the basis of their local knowledge. I am very conscious of the way remedial teachers are allocated, particularly to rural areas. A sum of £200,000 has been put aside for allocation to economically deprived small rural schools, and that matter is judged by the local inspectorate. I think it was Deputy Leonard who made the point that the more I have to offer the more people I disappoint. However, I am confident I am well on the way to reaching the target of 500 promised in the Programme for Government — a figure of almost 200 will be reached this year. Given the level of correspondence from Members, they are all aware of the system.
On the psychological service for primary schools, this scheme was initially introduced as a pilot scheme. Psychologists will be employed in central Dublin, north-west Dublin, Cork city, Limerick and Tullamore. The question of assessment and advice was raised, particularly by Deputy Flaherty. School principals who seek advice may contact the psychological service who will respond to a request for an assessment. The point was made that there is not a sufficient number of people available to carry out assessments, but I am conscious of the commitment in the Programme for Government to make available a psychological service at primary level. Some of the recommendations in the bullying guidelines relate to this matter.
I welcome the fact that UCD will introduce a post-graduate training programme in psychology in October and UCC is considering introducing the programme in 1995. As a result, we will not be short of people in this area. I share Deputy Flaherty's interest in children who have specific problems and schools must respond positively to these problems.
On in-service training, there has been a 200 per cent increase in the provision for in-career development. A special unit has been set up in the Department. It is also involved with two advisory committees, one for primary and one for second level, and it makes recommendations on national priorities. Representative bodies on those committees work with the Department to ensure that the large investment is being spent for the benefit of the teachers and, ultimately, for the benefit of the pupils.
On multidenominational schools, provision has been made for the funding of three schools in this year's national school programme. Provision has also been made for the funding of five Gael scoileanna in this year's national school programme.
Deputy Cullen raised the question of selling our education services abroad. We have allocated increased funding to this area and an umbrella organisation representing language schools, as well as Bord Fáilte and An Bord Tráchtála are putting together a package in this regard. Deputy Cullen asked on what countries I was concentrating; I will not be directly involved in that, I will leave it to the experts but I know we would probably consider countries in the Middle East. As Minister for Education I have responded to invitations to meet colleagues from other countries and this subject is usually on the agenda at such meetings.
In regard to Tullamore, 157 posts will be in place there by September 1995. In regard to the response to the curriculum needs of arts and culture, reviews are taking place. There has been a greater emphasis on this at junior certificate level and I hope Deputy Creed will be present this afternoon when I will avail of the opportunity to talk about developments in that area.
What about primary?
In regard to the operation of the private office, all that information has been made available. I suggest the office is increasingly efficient, I thank the Department officials who are with me and who have put together all this information. If more information is sought, I am sure we will be able to respond to that request.
Will the Minister account for the public relations consultants, the spin doctors and the £600,000 on which I asked a specific question? Will we be given any information on why that figure has increased by 100 per cent since 1991? Will the Minister answer the question on how she raided the public purse to finance her own propaganda?
The Deputy will have an opportunity——
I will be unable to ask this question again if subhead 27 is voted on now.
The Deputy has already asked that question.
The Minister's silence is deafening.
Most of the questions directed towards the area for which I have responsibility concerned the capital grant scheme for the provision of recreational facilities and I intend to deal with that later.
Deputy Flaherty raised a question about the £5 million allocated to the GAA and whether we could intervene with the GAA authorities in relation to the problems that exist there including the impact of the project on the community and traffic and car parking problems. This has been the subject of a number of parliamentary questions and the obvious answer is that this is a matter — and the Deputy is aware of this as he is a member of a local authority — for the GAA, the planning authority and the residents. I am aware of the particular problems, I raised the matter with the GAA authorities and intend to do so again. However, there are no strings attached to the allocation of the £5 million grant, it is in recognition and appreciation of the contribution of the GAA and what it achieved over the years. It is spending £120 million on development and in that context the Deputy can appreciate why the grant was given.
Deputy Leonard raised the question of the Tanagh Outdoor Education Centre. There are nine national outdoor education centres which are financed from the budget of the sports section. There is no provision to extend their number although I agree they are a worthwhile development and I would like to see a number of other centres opened. We have applications from five or six excellent centres throughout the country. There is currently a review and when it has been completed we will again consider the matter. As I said, I am sympathetic to this matter.
Deputies Cullen and Shortall raised a point which is part of the general response I intend to give concerning the capital grants scheme. Deputy Flanagan raised a matter which he normally raises and I will comment on that in a moment. Deputy Creed referred to the leaking of information to a Senator in west Cork.
Not a colleague of the Minister of State.
The Deputy will understand that if I leaked that information I would have given it to somebody else.
Séamus Daly in Mullingar.
May I remind the Minister that it is taxpayer's money?
I must ask the Minister of State to conclude.
The letter was issued by an official in my Department to the representative of the Irish Water Ski Federation so perhaps the Deputy might take up the issue with the federation because the information obviously came from there, not my office.
I am sorry to again interrupt the Minister of State but his time has now concluded.
I wish to refer to the capital grant scheme for the provision of recreational facilities to which many Deputies referred. This scheme is concerned with the provision of capital grants in support of local initiatives for the construction or improvement of recreational facilities for youth, sport and general community purposes. Grants are paid to a variety of projects such as the construction of community sports centres, club premises, dressing rooms, pitch developments, scout dens and youth clubs.
The total allocation for this scheme to the sports section from the national lottery fund was £4 million in 1988. Since 1989 this scheme has been amalgamated with the Department of the Environment's amenity grant operated through the local authorities. The only funds provided from national lottery funds for the scheme since the initial allocation in 1988 was a sum of £800,000 early in 1990 towards winding up the scheme and a sum of £563,000 for a small number of projects in 1993. Since the introduction of the national lottery funds for this scheme, a total of £5.363 million has been provided assisting a total of 360 projects. That refers to Deputy Cullen's statement about value of money.
The carry-over for contractual commitments to 1994 totalled £0.348 million and the original allocation provided in the Estimates for 1994 was £1 million, giving a total of £0.652 million for new projects. A further £3 million from Exchequer funds was allocated to the recreational facilities scheme in the 1994 budget through the sports section.
I have here a copy of the advertisement — I believe Deputy Shortall referred to this — which appeared in the national press which clearly sets down guidelines for the application of this scheme. It states:
The criteria for selection of projects will include the priority of the proposed improvement/facility in relation to the organisation's existing facilities, the ability of the organisation to undertake the project and claim the grant in 1994, the amount of local funds available, the availability of other facilities in the area and the requirement to achieve an equitable geographical spread of funds.
That might answer Deputy Flanagan's query. Indeed, I wonder why some Deputies do not read these documents in the interests of their constituents.
This public advertisement was placed on 11 February with a closing date of 4 March for receipt of applications. This new allocation represents a major increase in funds over the 1993 allocations and will provide much needed assistance to many voluntary groups throughout the country whose dedication and commitment in providing these facilities must be recognised.
A huge number of applications have been received by my Department seeking grant aid under the scheme and these are currently being evaluated in accordance with published criteria. Furthermore, a subcommittee of Cospóir, the national sports council, has been established to monitor the selection process and it will make the final recommendations. It is estimated that the total allocation of £5.36 million under the scheme to the end of 1993 in respect of some 360 projects has given rise to approximately £35 million of grant aid construction work countrywide. This again emphasises the value of the scheme.
I am delighted this scheme is again in place and that a strict criteria has been laid down, an advertisement process has taken place which has been responded to. Obviously the general public, sporting groups and community organisations are far better informed than members despite all the efforts we make to try to get the message across. Almost 2,000 groups have responded——
Subsidiarity. They would respond to a local advertisement as well.
Stop digging.
I ask the Minister of State to resume his seat.
The grants will be allocated in accordance with that criteria.
Sitting suspended at 1.55 p.m. and resumed at 2.45 p.m.
Vote 28: Second-Level and Further Education (Revised Estimate).
Vote 29: Third-Level and Further Education (Revised Estimate).
The debate is due to finish at 4.20 p.m. There is great interest in this Estimate and many people wish to contribute to it. Must we complete the debate today or could two or three hours be allocated to it on another day in another venue? It would be a shame if we were not able to touch on every area given that the allocation is £2 billion. Is the timescale such that the debate must be completed this week?
I would prefer to conclude the debate as agreed. However, if Members wish to extend it that would be a matter for agreement between the convenors. I will consult with them.
I thank the Chair. The Minister said she was promoting Ireland as a place of value for language schools. That is worthwhile. There is great potential for job creation in this area. The Spaniards, Italians, Germans and French see this country as a relatively safe and inexpensive place in which to learn English.
However, I am very worried about the system of accreditation used by many language schools. For example, even though a person's standard of English may be appalling they may be deemed to be qualified to teach English in Spain. The Minister should consider introducing a standard system of accreditation for language schools. It would be a great shame if foreign students were sent home with certificates not worth the paper they were written on.
I welcome the increase to £5 million in the amount available for in-service training for teachers. Most of this funding, £3.6 million, will come from the EU while there will be a slight reduction in the amount allocated from the Exchequer as compared to last year. We must make substantial funding available for in-service training for teachers and do so in a way which is teacher friendly so that teachers will get a maximum benefit from it. In-service training courses for primary teachers are normally held during the first few weeks of the summer holidays — during the first or second week of July — at which stage teachers are worn out and are looking forward to their holidays. By the time school resumes in September most teachers have forgotten what they learned during the in-service training course in July.
In-service training courses need to be structured in such a way that they attract teachers. I would go so far as to suggest that such courses should be held during the first week of September and if all the staff in a school want to attend the course the school should be closed or alternatively there should be some kind of rotating system. It is unacceptable that these courses should become a waste of time or that substitute teachers would have to be employed to take classes while teachers are on these courses. Further consideration should be given to how best this money can be spent and discussing the matter with the teachers involved so that they get the maximum benefit from the courses.
This brings me to my next point about junior and leaving certificate practical examinations. Under the present system secondary school teachers supervise the practical examinations in other schools. During that time — it may be for two or three weeks — their classes have to be taught by a substitute teacher or another teacher who may cover for them. In some cases these classes may not be looked after by anyone else. This is intolerable. While these teachers are doing a very worthwhile and necessary job, their first priority must be to their schools and classes. It is unacceptable that students should be neglected while their teachers are supervising practical examinations in other schools. I am aware of the difficulties involved, but we have to deal with this issue in a realistic way. Perhaps it would be possible to hold practical examinations at the beginning of June or during the Easter holidays. Further consideration has to be given to this issue.
In many of the debates on education, the appointment of teachers etc. reference is made to declining numbers in primary schools and the effect on post-primary schools in future years. Does the Minister have figures on the projected decrease in primary school numbers during the next four years and the decrease in secondary school numbers during the next eight to ten years. Will this reduction give rise to a surplus of teachers and in what way will class sizes be changed? The Minister said her aim is to reduce the pupil teacher ratio in primary schools to 22:1. I applaud that objective but the major problem today is that 9,000 primary school children are in classes of 40 pupils while a further 300,000 children are in classes with an average of 35 pupils. The issue the Minister should be addressing is class size. While the appointment of additional remedial teachers helps to reduce the pupil teacher ratio, the real problem for teachers is class size.
The 1994 Estimates for second level and further education are a concrete expression of the Government's commitment to the educational sector. The proposed 13 per cent increase in the funding for second level and further education underlines the importance of education in promoting equality and providing equal opportunities for all our citizens.
How many second level schools have access to a full-time career guidance counsellor? What percentage of children are taking the leaving certificate and how does this compare with the educational systems in other countries? When does the Minister propose to have the civic, social and political studies curriculum in place in all schools and will this be mandatory?
I regret I did not have an opportunity during the earlier debate on primary education to refer to the scarcity of remedial teachers in County Donegal. There are 178 primary schools in County Donegal, 72 of which have the services of a remedial teacher and 106 of which have no remedial service whatsoever. We are lagging behind the rest of the country in that respect. I hope the Minister will consider assigning to County Donegal a substantial proportion of the 100 extra remedial teachers for the coming academic year.
Deputy McGrath has already mentioned the second point I wanted to raise which has to do with the oral and aural examinations when a pupil is studying Irish or a continental language. In the case of the aural examination a pupil listens to a tape and responds to the best of his or her ability. I have had numerous complaints from people in my county — I am sure the same is true of other regions — to the effect that very often the standard of acoustics in examination halls leaves much to be desired. The location of a pupil in an examination hall might have a bearing on the standard of his or her response. This is something that should be investigated. Tape recorders should be well placed so that all pupils, regardless of their location in an examination hall, are able to understand what is said.
This year there will be a strict limit on the numbers of applicants admitted to higher diploma in education courses in our universities. I have received numerous representations at constituency level from students sitting their final examinations in University College Dublin and other universities who cannot obtain a place in a higher diploma in education course. In University College Galway there were approximately 700 applicants this year for the course, of whom they were able to facilitate 185 only, a very telling statistic. This is something the Minister, her Department and Government should re-examine. If students want to continue their third-level education and obtain that quaification, they should be allowed do so. We have not been offered any proper explanation for the imposition of that limit, which is causing third-level students and their parents much anxiety.
Regarding higher education grants, there has been significant progress in that, in future, if a student obtains a place, he or she will be given a grant if they pass the means test and if the course to be followed is recognised. That is fair enough but, representing Donegal, a Border county, I know a significant percentage of our third-level students attend institutions in Northern Ireland. A difficulty arises because some courses are recognised and others are not. Why can we not recognise them all and not have students embark on courses who, half way through, discover that their fees will be paid but they will not receive a maintenance grant? A neighbour of theirs who may following a similar course at the same institution receives a maintenance grant. This is something that needs to be investigated.
I know of students who have gone to Scotland, having obtained a third-level place there, whose tuition fees are paid by the United Kingdom authorities but the maintenance grant is not extended to them. It is becoming more popular for Irish students to go abroad when they cannot obtain a place here. Many go to Edinburgh to follow a pharmacy course. Why can we not extend maintenance grants to such pupils? I hope the Minister and her officials will take these points on board.
I want to raise again the introduction of the quota system by the Higher Education Authority in the case of pupils wanting to follow the higher diploma in eduation course. I make a special plea to the Minister to intervene on behalf of disappointed, frustrated young people, many of whom now discover they cannot pursue the career of their choice because of this draconian decision. It would cost the colleges very little to facilitate all these students. This has been accepted by University College Cork, University College Galway and University College Dublin. For whatever reason, this quota system has been introduced. For example, in Univesity College Cork the quota is 185, a reduction of 50 per cernt on 1993. In excess of 546 students applied, leaving 361 disappointed young people whose parents are very concerned. In several cases they had gone to a lot of trouble to make arrangements. The Minister will have the support of all Members of this House if she intervenes immediately with the Higher Education Authority on behalf of all these young people.
I do not agree that there is an over-supply of teachers. There are great opportunities for our teachers in several foreign countries. If they cannot obtain a job at home, at least they will have the requisite qualifications to travel abroad and seek employment there. I am convinced that countries such as South Africa will offer many of our graduates tremendous opportunities in teaching and other fields. It is most important that they be allowed to pursue the higher diploma in education course. I have no doubt that Members of all parties have received complaints from concerned parents. This is one of the most draconian and unfair proposals I have heard since becoming a Member of this House. When these young people were pursuing their BA, B.Sc. or other degree course, fully intending to follow a teaching career, they did not know that a quota system would be imposed. While comparatively speaking it may affect a small number only of our total student complement, it is very unfair to those so affected. We are all aware that young people, especially at this level of education, are becoming increasingly frustrated with the political system. The introduction of such a quota merely exacerbates that frustration, leading to even great disillusionment.
I appeal to the Minister to make a clear cut statement on this issue today and do whatever she can to reverse this decision by the Higher Education Authority.
There are teachers born in Northern Ireland and employed there who reside in the South and who are subjected to PAYE in the South. Then there are others born in the South, teaching in the North and living in the South on whom a hefty income tax bill is levied. This has been a continuous battle, involving a number of people in a particular town. This is something the Department should examine in conjunction with the Revenue Commissioners.
My second point has already been raised by Deputy McGinley, that is the matter of greater numbers of students attending third-level institutions in the North. We inquire continually about the eligibility limit for maintenance grants and so on applicable to the different subjects pupils intend studying.
The courses for which students will qualify for grants should be clarified early in the school year.
I fully support the strong protestations from this side in relation to the cutback in the higher diploma in education courses. To send a missile through the post to students about to sit for their BA, B.Comm., B.Ag or B.Sc degrees, entering the final phase of their education, and ask a college authority to tell the students that, unfortunately, there is no place for them on the higher diploma course borders on the callous. It is educationally, socially and morally wrong. Three students who had their hearts set on teaching contacted me. Unfortunately, all three are unable to undertake their final degree examinations due to nervous breakdowns. These students went to University College Galway specifically for the purpose of obtaining a primary degree in order to do secondary teaching. Now they are on the education scrap heap because, as the Minister is aware, a BA degree in English and history — I do not wish to demean it but it is a teaching degree — is no good in the academic or commercial world. One is left with a degree and an unfinished education. That is what happened in those cases.
I have spoken with Professor Martin McCarthy of University College Galway. He had 600 applicants for places in the higher diploma course and he has been given a quota of 185. He said he could take almost double that number, certainly an extra 70 to 80 and train them for secondary teaching. Because of the quota restriction — I understand he fought this vigorously within the Higher Education Authority — he has had to tell the vast majority of applicants that unfortunately there is no place for them, the doors are barred and that they will have to go elsewhere. That is wrong. Because he has those vacancies and could charge fees the college would lose money as a result. The same applies in University College Cork and University College Dublin. If we cannot give them jobs here at least allow them to complete their education and apply their wares elsewhere.
I am demanding that this situation be reversed because it is wrong. A number of years ago a proposal was mooted by a predecessor of the Minister to close two of the five colleges of education but due to protests, that decision was put on hold. Now we are having a levelling of the playing field, an equalisation of the numbers, but with the same net impact.
Those students who had their hearts set on teaching and who have qualified in degrees which, in most cases, are only useful for teaching, cannot get a basic training. That is wrong. When those people entered college a contract was entered into. When they chose their subjects for first arts, second arts and finally for the degree, there was an understanding that there would be places for them on the higher diploma in education course and that they would be enabled to come out at the other end of the education conveyor belt with a higher diploma in education. It is only a one year course. I cannot understand what all the song and dance is about. As Deputy Deenihan and others said we should enable our people to stand shoulder to shoulder with qualified people in other countries whether in Britain, or in other European Union countries and at least give them the qualification to get a job.
We have always prided ourselves on the extent of research carried out in our colleges of education. As we enter a new phase of our membership within the European Union and are competing for jobs I cannot understand the reason we would not develop, enhance and further embellish the degree of research taking place within the higher education department. We have seen cutbacks in the science area but why further whittle down research in the education area?
Last Friday the High Court handed down a judgment in relation to the Regional Technical College, Letterkenny. It found that a housing officer from Donegal County Council was appointed by the board as the finance officer of the college. The terms were lucrative. Definite conditions were set down when the relevant legislation was debated in 1992. One of the conditions for the post of finance officer was that the candidate would have the same status and pay as for a senior college post and would have a relevant degree and/or professional qualification with at least five years post-qualification senior management experience. A person from the housing office in Lifford, Donegal County Council, was foisted into that position. The person in question had a pass leaving certificate, did not have a third level qualification, a professional qualification or the necessary experience. He failed to meet the criteria across all fronts. Yet, against the will of the Department that person was foisted into that position.
A major source of discontent in the dying days of the last Government was that people were slotted into positions of authority, for example the Minister for Education appointed the chairs of the management boards of the regional technical colleges. I am glad the Minister brought the matter before the courts and that her decision has been vindicated by Judge Declan Costello.
The matter does not end there. This was a flagrant abuse of the position of the governing body. Obviously there was a political decision to make an appointment. A person was appointed to a lucrative position in a flagrant breach of the rules, regulations and instructions from the Department of Education. What will the Minister do in relation to the position of the chairman of the management board? Will she call in the college authorities, the president of the college, formerly the principal of the regional technical college? Heads should roll in relation to this matter as a flagrant abuse of a position of power took place in Letterkenny. In view of the fact that we are now in an era of so-called transparency and trust in politics we want to know what the Minister will do in relation go the follow-up. The follow-up is just as important as the initial decision.
In relation to another matter concerning Letterkenny regional technical college, I raised in the House at Question Time some months ago the whole issue of the alleged interference with the Union of Students of Ireland by the chairman of the management board and whether the chairman or the son of the chairman had access to the college data base. Discos run by the student body were transferred from a well known emporium, known as the Golden Grill, to Club Nero, further down the street. As a result second and third year students were written to. At that stage the Minister instituted proceedings in relation to an investigation and I think the Minister told me in the House that a series of letters exchanged. The Minister subsequently decided to appoint Miriam Hedderman O'Brien, Senior Counsel, to investigate the matter. I understand that that investigation has been completed for a considerable period and that the report is with the Department.
When will the recommendations contained in the report be made known and will the report be published in full? It is vitally important that all the facts of the case are brought into the open. If there were transgressions on the part of the students, as the chairman has alleged, let us know whether these have been validated? If, on the other hand, as the students contend, there was abuse of power and a considerable amount of intimidation on the part of the management board and chairman relating to student activities, we are entitled to know the findings. When the matter was raised I understood the Minister to say the report would be published. We want the report published in full and we would like to know at what stage the proceedings are.
As I am a candidate for the Tullamore Urban District Council and not the European Parliament I will confine my questions to the Estimates rather than making a campaign speech.
How dare the Deputy make such a remark? Will he withdraw it?
The Deputy should be asked to withdraw that remark.
Will the Minister for Education——
I asked three legitimate questions but the Deputy alleged I was making a campaign speech.
Do not get excited. Let us allow the Deputy to make his point.
I wish to make a number of clear points on the Estimates.
All the points I made was related to the Estimates.
We realise that salaries are a high proportion of the overall Vote at second level. I wish to query the percentage of eligible posts, particularly in vocational education committee schools, which are being sanctioned by the Department. In the region of £600 million is provided for salaries. I understand that the Department must stay within financial constraints and is taking account of the trends in numbers in the next decade. Some vocational education committees are being restricted to an approval rate of 90 per cent of the number of teachers to which they are entitled under the quota. I have taken this matter up with officials who have indicated that one reason may be that some vocational education committees have exceeded their quota of appointments. If that is so, the matter should be taken up with the educational authorities concerned. A general blanket ban is not an appropriate way to deal with the matter.
I welcome the increased allocation for the school book schemes. Last year the Minister conducted a very thorough review of the books requirement at second level. I am very conscious of the problems parents face when they are required to fork out more and more money for textbooks. Parents and teachers feared that the introduction of the junior certificate and a revamped leaving certificate would result in higher book costs. Clear recommendations were made about the measures that could be taken at school, regional and national level to assist in the introduction of book rental schemes. Has provision been made this year to support the introduction of book rental systems? I understand from contact with schools where such a scheme is in operation that it takes a considerable amount of effort and resources to set up a book scheme but it takes a great deal less to maintain it. I believe an effort should be made to provide seed capital and in-service training for the personnel involved so that students can avail of the necessary textbooks for a reasonable outlay.
There is a proposal to introduce a vocational option in the leaving certificate. I worked for a number of years with young people who did not benefit from the academic orientation in second level schools and an effort to retain young people in second level education through the provision of more vocational subjects would be welcome. To meet the country's technological requirements at third level and in industry we would need to make a much greater effort at second level to encourage an appreciation of vocational and technical education. What progress is being made on the introduction of a vocational option in the leaving certificate programme? To what extent will this help to retain young people in education at second level? Have discussions taken place with the third level sector? If the introduction of such an option is to be successful young people who take that option must be able to use those subjects for entry to third level. Will the Minister give us an assurance at the earliest possible date that these courses will be recognised by third level colleges? I have two questions on the third level Estimate. Is it proposed to introduce measures to redress the imbalance in participation at third level, an issue debated many times and studied for many years? Young people from poorer backgrounds have fewer opportunities to proceed to third level education than children from middle class and well-off families. We must make it a priority to tackle this issue.
The Minister has made changes to the third level grants system. Coupled with the changes made last year, a greater proportion of third level students should be able to avail of such grants. That is reflected in the large increase, 27 per cent, in the provision for third level grants in the Estimates. The expert committee who reported to the Minister addressed the question of the adequacy of funding and the fact that families in the PAYE sector are disadvantaged in the distribution of grants. Anecdotal evidence, personal experience and educational research shows this to be the case. Will the Minister indicate if she proposes to tackle this matter in the short term?
Within two years of starting secondary school the bulk of students will be facing exams. By coincidence last night at a constituency meeting we had a debate on education and one of our members, the principal of a large community college in west Dublin, commented in the high cost of examination fees. As 15 is the minimum school leaving age, pupils have no choice but to sit the junior certificate. We would like to see more people sitting the junior and leaving certificate examinations but a family on social welfare would have to pay an exmination fee of £40, which may be one-third of their weekly income. Is the fee to sit the junior certificate examination under consideration? Given that we are supposed to have free education and that 15 is the minimum school leaving age, the question of examination fees needs to be looked at on a universal basis.
In subhead H dealing with miscellaneous post-primary services, there is substantial increase in percentage terms but not in real terms in the ESF-aided programme developments costs. Will the Minister outline the developments we can expect to see in this area given that in disadvantaged areas in particular ESF funding is valuable?
The previous speaker highlighted the problems students in disadvantaged areas encounter in gaining access to third level education. Students from my constituency are seriously under-represented. As the Minister and her Department are aware, the BITE programme in Ballymun has been a great success. Under this programme students with potential are identified at primary level and receive support at second level. Their families are also brought on side. It should be remembered that the culture is veritably hostile to third level education and there is no aspiration to proceed to it. Financial support is also provided to encourage students to remain on in education with study support. Substantial funding is raised for this programme by way of voluntary efforts.
Provision is made for a significant increase under subhead H.4. — special initiative to improve retention of pupils from disadvantaged areas. The programme to which I have referred, which has been a great success in Ballymun, could be introduced in other areas with the same effect. A cohort of students has proceeded to third level colleges some of whom have been very successful and availed of exciting job opportunities. This is a tremendous source of pride in the community and has had a dramatic effect on the two or three feeder schools in the area. Will the Minister commit herself to expanding this intervention programme to allow others in my constituency to benefit? Does she have any good news in the context of subhead H.4?
Deputy Gallagher's comments were regrettable. On a previous occasion when Deputy Higgins, who was a very good spokesperson on education for my party, raised this issue the Minister promised that the matter would be investigated and a report presented. He is correct to raise it again. This is an indication that both Fianna Fáil and the Labour Party are frustrated and have to lash out at our European election candidates. There was a time when Fianna Fáil kicked the Deputy's party when in Opposition but now it has to strike out at us. As we have many talented candidates who are going forward for election we understand the reasons they are frustrated.
The Minister has announced that 100 remedial teachers are to be appointed. She has been inundated with applications for such teachers. For many schools this is almost an annual event. As most schools, especially in rural areas, will have to share remedial teachers what will the magical figure be? I have received representations from schools where the combined number of students ranges from 254 to 400. Will the magical figure be 350 or 360?
If a primary school of historical importance is in a deplorable condition will the Office of Public Works be able to intervene where the Department of Education is not in a position to provide funds? Something like this could happen in my area in the case of a school which is literally falling down.
Prior to the last election both parties in Government promised that they would consider introducing free education at third level. Has any study been carried out into the number of students who are paying fees at third level, the revenue generated and the number of parents who enter into covenants in respect of children who do not qualify for higher education grants and claim tax relief? I wonder if the covenant system was abolished would it be worth proceeding with the introduction of free education at third level. The Labour Party and Deputy Séamus Brennan promised to consider this prior to the last election.
I compliment my colleagues for highlighting the decline in the number of places available for the higher diploma course. When parents send their children to university they would like them to expand their horizons. Often the higher diploma in education gives them extra opportunities. It is a pity that a quota system has been introduced. We are all aware of the difficulties which were caused when quotas were introduced in another sphere in the past.
I wish to take up the point made by my colleague, Deputy Finucane, about covenants. It is important that the Minister should publish the study which was carried out into third level grants. She promised to do this a number of months ago.
Some changes have been made in the third level grants system, some of which I agree with. The publication of application forms at the beginning of May is a worth-while change and was recommended by us. I still oppose the processing of third level education grants by the CAO in Galway. This is a step in the wrong direction. These are processed efficiently at local level at present and jobs will be lost in local authorities. I am disappointed that the Labour Party is privatising this service given that the CAO is a private company. The Minister should reconsider this matter.
This morning Deputy Creed referred briefly to a letter that was issued from the Department of Education bearing the signature of the secretary in which it was indicated that in the future students who study arts and related subjects outside a school would not be able to sit the examination within the school. In other words, if a student attending Mullingar CBS learns art outside the school curriculum he or she will not be entitled to sit for an examination in that subject at junior or leaving certificate level in St. Mary's CBS. I fail to understand the Minister's thinking behind that. Many students may study in their own time subjects which are not catered for in the school curriculum. Why is the the Department putting a damper on students who want to do something worth while?
Hundreds of students suffer from dyslexia and the Department receives applications from many such students seeking special concessions at examination times. Those applications had to be submitted to the Department last November, but the replies were sent out only two weeks ago. Students should be told much earlier whether their applications have been successful. Also, there is no appeals mechanism available to them. If students are turned down for concessions they cannot appeal the decision. The Department is the deciding voice and its decision is final. I met a student recently who was given a special concession at junior certificate level. This merely involves letting the examiner know that the student suffers from dyslexia. When that student applied for a similar concession to sit the leaving certificate examination this year he was refused. That seems rather strange; has his condition improved or has he been cured? Such a concession would not involve a cost to the Department and the student in question would not have an advantage over others. However, he could suffer a disadvantage because of his condition. Why will the Minister not grant the concession? She should inform students why their applications are refused.
I know of another boy in the 85-90 intelligence bracket and suffering from dyslexia who was deemed unsuitable for special help. That boy suffers from two disabilities, he has a low intelligence and is dyxlexic, but the Minister refuses to help him. Is it not possible to give that young boy assistance to improve his performance so that he might pass the examinations? That matter must be reviewed urgently.
The Minister proposed the appointment of remedial teachers to second level schools, but I am not sure when she will make that announcement. As a large number of schools will be disappointed, will she make it before or after the elections on 9 June? Schools should be told as early as possible if their applications for remedial teachers are successful. They should also be told why some schools qualify and others do not and the type of criteria the Minister is looking for. The Minister should issue a statement to the unsuccessful schools stating why they were unsuccessful. The necessity to appoint remedial teachers must also be addressed urgently because many students, having had the help of a remedial teacher at primary level, are at sea when they enter the second level system where such a facility is not provided. Secondary school teachers have highlighted the need in this area.
A further point in the area of disadvantage relates to the provision of special classes in secondary schools. Children who cannot cope with the ordinary secondary school system could be integrated into that system instead of being sent to a special school. Such classes have been successful in schools in Ballinasloe and Birr and a similar provision is necessary in Athlone. Students are travelling daily from Athlone to Ballinasloe to attend such classes. I hope the Minister will be able to provide that facility in Athlone as soon as possible.
The Minister has allocated a large sum of money for substitute teachers in the 1994 Estimates. Will she indicate the number of substitute teachers employed and whether they are all qualified? There is a shortfall of qualified teachers in the primary sector and a number of unqualified people are filling those posts. What measures is the Minister taking to ensure that every child is treated equally and taught by a qualified teacher?
I welcome the allocation of £200,000 for a hardship fund for students in third level institutions. It is regrettable that the fund will not be put in place until next September or October as many students are struggling to get through third level colleges this year. How will the Minister allocate this funding and what bureacracy will apply for students who wish to obtain money from the fund? The Minister should allocate sums of money to the various colleges and give them control over it because their principals will be aware of the students who are suffering hardship. There are many different forms of hardship. A student whose father or mother dies during a school year can face tremendous difficulties because that family's source of income may be severely diminished. The Minister should allocate sums of money to the principals of those colleges to be used at their discretion to quickly tackle the areas of hardship. I look forward to the Minister's response to my questions.
The European Social Fund is an important element of third level education funding particularly that of regional colleges. It has opened up third level education to many students who in the past would not have considered it. What are the medium to long term predictions on the expansion, security and the purpose of that fund? Given that funding is central to students gaining access to third level education, does the Department have a fund to fall back on if European funding was not available? Does the Minister consider there are other areas or courses to which the fund could be applied in the future? What are her plans for the distribution of such funds in the short to medium term?
The expert committee set up by the Minister to examine the area of third level education has been valuable. The Minister may not be aware, but her officials are aware that a group in Waterford met with that committee. The group, led by the president of the college, Mr. Griffin, passed a unified and coherent message to the committee. We managed to bring the diverse elements in the south-east and the city together to put forward a realistic and an achievable objective to that committee. The way to strike the balance between the lack of facilities in third level education in the south-east and those that exist in the rest of the country — this point was made many times by Department officials during the years — is through the development of that college. We know that approximately 80,000 college places will be required in the next few years, notwithstanding the decrease in the number of students passing through the educational system. The importance of eduction, particularly that of third level, will result in an increase in the numbers attending college. Approximately 4,000 to 4,500 college places should be allocated to the regional college in Waterford.
Certain criteria must be considered. Is it cost efficient to allocate that number of places? Based on the analysis undertaken it would appear to be so. The range of courses provided by the college have exceeded those anticipated when they were introduced. That is due to the drive and vision of people in the Department and the college who recognised the need for such courses in the south-east. Do the courses equip people for jobs in the marketplace? The indications are positive and optimistic in that regard. In the context of departmental funding does the college represent value for money? It seems to measure up in that regard. We want the Minister to give a definitive signal to the south-east that she will support the development of the college.
A strange anomaly exists in the south-east region. It would not be considered a poor region, it has a good industrial and agricultural base, but it has the lowest number of students attending third level education in the country. That position is seriously affecting the economy of the south-east and dampens optimism and confidence among students. The way to counterbalance that anomaly is to develop the college, and we hope the Minister will also recognise that.
We would not like the college to develop to such an extent in the degree area as to diminish other diploma and certificate courses which are crucially important. Third level education is expanding not only in Ireland but throughout Europe. It is worth considering how that college has struck a balance between the different elements of education. It is to the forefront and is an example of what a third level institute can deliver. The designation of many colleges in the United Kingdom have been changed from polytechnics to universities. We are aware from the international movement of students and the required qualifications that the standard of the college in Waterford is substantially higher than many of the UK institutes which have been upgraded. The college should be given the green light by the Minister and her Department and should be substantially expanded in order to provide benefits for the national economy. It is not just a local issue.
I am encouraged by the interest the committee took in the college. I take some credit for bringing and keeping together all the elements, something sadly lacking in the past. The IDA, chambers of commerce, the university action groups, the City Hall, all support the regional college in Waterford. We, the Department and the Minister are at a crossroads. Decisions must be made in the near future on the general direction of third level education, particularly that in the south-east.
The college in Waterford received 28,000 to 29,000 applications last year, the highest number received by any institute, university or college. The college has achieved status in the marketplace which has contributed to its development. A minimum of 4,000 to 4,500 places should be allocated to the college in the near future and 3,000 of those places should be allocated to degree courses. Sixty five per cent of the students are participating in three to four year courses which are equivalent to university courses elsewhere in the world. The college is fully backed, and has a coherent viewpoint. I note the Minister is nodding and that is a positive indication she has received that message. That college needs extra infrastructural investment and the Minister should make a decision to develop it as it contributes to the economy of the south-east.
Before I call the Minister to respond I am giving Deputy Creed, as the final speaker, three minutes to say what he has to say.
Thank you, a Cathaoirligh, for your generosity. I seem to have been running against deadlines all day. Given that the Minister failed to reply to the core of my previous inquisition, I wonder if it is worthwhile asking any questions at all.
I wish to follow up a point made by Deputy Higgins about the High Court decision on Letterkenny regional technical college. Will the Minister give a categoric assurance that neither her Department or the taxpayer will be asked to foot the bill for legal expenses incurred by errant chairpersons? To follow any other course would create a bad precedent because it is obvious that the gentleman concerned acted recklessly.
I want the Minister to deal with a problem which my constituency office became aware of a week or ten days ago. It concerns an irate mother of a BA graduate with a degree in English and History who wants to know what her daughter can do now that she has not secured a place on the Higher Diploma in Education course. The Minister's decision to restrict the intake of students for that course is having widespread consequences in campuses throughout the country. Will the Minister, at this late stage, issue instructions to the Higher Education Authority to accommodate all the applicants who wish to pursue the Higher Diploma in Education course? Otherwise we will have expended large amounts of money educating students who will not be able to pursue a teaching career.
I wish to deal briefly with the circular letter S2/93 relating to the junior certificate examinations for 1993, 1994 and 1995 in art, craft and design. The Minister indicated earlier that much of the progress had been made at second level rather than at primary level and said that the elitist approach was not the policy at second level in regard to art, craft and design as it might well be in primary schools. The import of that circular letter is that many students will not be able to take the junior certificate examination, even where they are pursuing the curriculum independent of the school but have been entered for the examination by the school. I want the Minister to end this policy of attrition in the context of access by students to arts and crafts in schools. If we do not inculcate an appreciation of the arts in the schools the pupils' personal development will be restricted and they will be poorer citizens. I want the Minister specifically to address the contents of that letter when she replies.
However, given that the Minister failed dismally to respond to my earlier inquiries about funds for her consultants and, having had an opportunity to consider it over lunch, will she at this stage provide a reply or will she still fail to account for her raid on taxpayers' money for her own propaganda purposes and to dwarf the voices of other players in education? I look at my colleague, Deputy McGrath, and I look at the Minister for her array of excellent civil servants, of advisers and programme managers and family members who are here to assist here, and think it is a disgraceful betrayal of democracy by a Labour Minister that we should have to labour under this bureaucracy.
The Deputy is repeating what he already said and I ask him to resume his seat.
Let me conclude by thanking the Chair for his generosity and the Minister for allowing me some of her time. However, I want her to deal with the questions I have asked and I do not want to hear blasé cover-ups.
I will take the issues in the order in which they were raised without reference to the Member who raised them. The first point made was about the teaching of English as a foreign language. The Advisory Council of English Language Schools has been reconstituted as a company under the aegis of the Department of Education and one of its functions is the control of standards and the accreditation of English language schools and courses. I share the concern expressed that the quality mark associated with education and the delivery of education should be retained in the case of people who seek short term qualifications. I look forward to receiving reports from this body.
When will it come onstream?
We gave them startup funds last year. The group was formed this year and have taken it upon themselves to include this as one of their first tasks. In regard to assessments, Deputy McGrath's points are reasonable but the procedures mentioned could be sensitive in the context of industrial relations. I appreciate that there are difficulties but we are working with the teachers and the managerial bodies. It is something we will pursue and we all hope, because of our concern for the students, that this will be brought to a satisfactory conclusion.
I was asked about the number of schools with access to a full time career guidance counsellor. Under the provisions of the Programme for Economic and Social Progress, post-primary schools with an enrolment of 500 or more pupils qualify on an ex quota basis for guidance counsellor posts; the total number of full posts in such schools in 1994-95 is 356 and the total allocation for schools with an enrolment of between 350 and 499 pupils was 114 whole time teacher equivalents for 1994-95. The total allocation in respect of guidance counsellors for 1994-95, therefore, comes to 470 posts which is a substantial improvement.
On the percentage of children taking the leaving certificate and how we compare internationally, although it is difficult to arrive at comparisons, we compare quite well. Approximately 74 per cent of students of the relevant age cohort sit the leaving certificate. We should expect 90 per cent of our students to sit the leaving certificate and that has implications for curriculum content, training and facilities. Recent figures available from the OECD showed Ireland to be well above average completion rates at second level. The OECD place us higher than the UK, the USA, the Netherlands and Spain but lower than Germany, Denmark and Japan.
I was asked about the civics, social and political studies curriculum available in schools and if it will be mandatory. The junior cycle pilot project of 1993-96 is a joint initiative between the Department of Education and the National Council for Curriculum and Assessment which commenced in September 1993 and will conclude in June 1996. The work of the project has already commenced in 57 schools and 136 teachers and 4,000 students are involved. In 1994 the number of schools will increase to 100 and the project will conclude in 1996 with 150 schools, and will involve 570 teachers and 24,000 students. On the basis of the pilot project, a new junior cycle short course of civics, social and political education will be finalised and available to all post-primary schools for 1996-97. It is envisaged that all students of civics, social and political education will be assessed and certified within the context of the junior certificate programme.
I will deal in some detail with higher diploma courses in which Members have much interest. Deputy Higgins referred to the request in 1990 by the Department of Education to the Higher Education Authority to consider a reduction in the number of education departments from five to two. The Higher Education Authority submitted a report in 1991 which recommended that the five departments be retained but that a quota system be introduced. There was strong resistance to this proposal from the universities. The Authority focused on determining the required output of students and, based on available figures and demographic trends and projections, it was decided that a figure of 500 would be adequate, with effect from 1992-93. Strong representations were made and as a result it was decided to postpone application of the revised quotas of 500.
A working group was set up — comprising officials of the Department, universities and the Higher Education Authority — to review the need for second level teachers. Before the committee reported the universities suddenly and dramatically increased their intake. In 1988-89 the number of such students in the universities was 792; in 1989-90, it was 675; in 1991, it was 601; in 1991-92, there was an increase to 750 students and in 1992-93 the figure was 770. While the universities were waiting for the working group to report and the Higher Education Authority to make a decision, they increased the intake to 1,027. This was an extraordinary increase.
There was a demand on them.
Higher diploma graduates from previous years who were not practising as teachers were available for posts. Two figures have been suggested as estimates of the number of higher diploma graduates seeking employment in schools: the lower figure is 1,200 and the upper figure, 2,500.
In December 1993 the committee recommended that the university intake in this area should be no higher than 800 — slightly higher than the figures for the previous years — and, pending a review, the number enrolled for 1995 should be no higher than 700. It is not my wish that there be a shortage of qualified teachers. It was recommended that if no new information came to light the figure would remain at 700 but if further data became available a review would be carried out to see if the upper limit of 500 was necessary. The Higher Education Authority accepted the recommendatiuons and notified the colleges. I take no responsibility for the way notification was made to the students.
Does the Minister agree with the decision?
There may be 2,500 people qualified with higher diplomas. I do not look forward to or plan for a shortage of teachers as that would be catastrophic. I am trying to devise a mechanism to ensure that places will be available to students and that employment opportunities will be available to qualified teachers. Ten years ago there was a quota of places for medical schools to meet the needs in the health service, and a similar system needed to be considered in this area. That is why an annual review is provided for. We want to safeguard opportunities for all qualified teachers, including those who were employed when the universities suddenly increased their intake. I wonder whether that was done with the intention of ensuring that we would have a sufficient number of teachers to cater for places from Donegal to South Africa. I am concerned that there are at least 1,500 graduates — the figure could be 2,500. I am consulting with college authorities about a post-graduate primary degree. There will be places available in this area.
How many?
I would say to those graduates who wish to go into the teaching profession that not only will places be available but there will be a need for people with those qualifications.
What about those who may wish to teach abroad?
I do not wish to be interrupted because there are many questions to be answered. I want to put on record the history of this matter. Some of us were confronted by people who were given erroneous information. Deputies will share my concern that everybody involved should have the correct information. I requested a meeting with the Higher Education Authority on this matter and I look forward to that meeting.
I am concerned about the action of the universities in suddenly increasing their intake while awaiting the working committee's report but I am just as concerned about the teachers who are seeking employment, and I am not telling them to go to South Africa or elsewhere. I would not suggest that people with History and English degrees have nothing much under their belt; I suggest they have a lot under their belt.
For what?
For any purpose, including personal development.
For a job.
If they have an interest in teaching not only will they have an opportunity to teach higher diploma courses——
It is not worth——
——but they will also have the opportunity to teach in national schools.
I am sorry to interrupt the Minister but her time is up.
I have a lot of information and I will make it available to Deputies if they so wish.
On a point of order, we would be agreeable to sit until 4.30 p.m. to allow the Minister to answer all the questions put to her.
If that is the wish of Members and the Minister agrees, I have no problem with it.
I thank the Minister for her information on higher diploma courses. Will she say how many places she envisages will be available for art students who wish to take up primary school teaching?
The reason there is a time limit on the debate is that the Dáil is due to resume at 4.30 p.m. and we must vacate the premises before then. Perhaps the Minister will take a few more minutes to answer the remaining questions.
The matter raised by the Deputy is under negotiation, but I hope there will be at least 100 places. Deputy Leonard raised a question about the Revenue implications for teachers north and south of the Border and he prefaced his remarks by saying it was a matter of Revenue law. In regard to Letterkenny, there is a three week stay on the proceedings pending an appeal. In regard to data protection and Deputy Higgins's point about the moving of people from one nightclub to another, the Commission on Data Protection is involved in that matter. In regard to the inspector's report, I am still awaiting that. The legal process must be completed and I will take action in that regard. I have not been slow in this regard but there is a three week stay involved.
In regard to grants for students in Northern Ireand, specific courses are run in Northern Ireland that are recognised in addition to specific courses that are recognised here. It is a matter of recognition and I am pleased that prior to my taking up office it was possible for a previous Minister to extend the grants services to people studying in Northern Ireland. I would have no difficulty in extending the scheme to include courses run in Scotland or elsewhere but we are constrained by resources. That constraint and the transparency and availability of grants is of concern to me. Significant administrative changes were announced and the scheme was brought forward to 1 May. Indeed, that was the subject of a Private Members' debate here. I was ridiculed when I said I would take action in that regard but we have done it and I must thank the Department of Education for its success.
There are further matters in the report for consideration by Government and I have not forgotten my commitment to ensure that people will not be excluded from entering third level education because of financial disadvantage. In regard to what we are doing for the dis-advantaged, I must say that if some people won the lotto tomorrow, the last thing they would do is consider leaving a child in school up to leaving certificate. Some communities do not expect or seek to make an investment in education. We have directed specific attention at second level to retaining people in the education system so that if they complete the leaving certificate they will at least have the option of entering third level. We also ahve the disadvantage fund and there are other areas of action including the home school liaison scheme for second level, courses for parents involvement, which is particularly important, and links between the schools. Deputy Flaherty mentioned some of those local to her but there are other interesting programmes linking the third level institutions to the local community. They are different and varied as they respond to the need of their local community and they have all received assistance.
We have made a specific effort to make funds available to traveller training centres, a group of people that traditionally may not have availed of schooling in school buildings. The allocation for the vocational education committees is an allocation of budget and hours and how the different courses are set up. I have more information on that if Deputies would like it.
In regard to the book scheme, £391,000 has been provided for book grant expenditure for needy pupils.
I am sorry to interrupt the Minister, but the Dáil is resuming at 4.30 p.m.
Thank you, Chairman.
I wish to place on the record of the committee our appreciation of the Minister and her officials for providing us with such excellent backup documentation which made our work much easier.
That concludes consideraiton for the Education Estimates. I thank the Minister and the Members of the committee for their valuable and constructive contributions to the debate.
The Select Committee will meet again on Tuesday, 31 May at 2.30 p.m. to consider the Estimates for the Department of Health.
The Select Committee adjourned at 4.25 p.m.