Other Questions.
122 Mr. Stanton asked the Minister for Education and Science his plans to improve the pupil-career guidance counsellor ratio in second level schools; the current ratio; and if he will make a statement on the matter. [9719/04]
Amharc ar fhreagraI am pleased to inform the Deputy that as part of my recent announcement of an extension of the guidance enhancement initiative for a further two years, I am creating an additional 30 guidance posts under this initiative from the commencement of the coming school year. These 30 posts will be additional to the 630 whole-time equivalent career guidance posts already in place in the second level system.
Under current arrangements, my Department makes a specific ex-quota allocation of teaching posts in respect of guidance to schools in the second level system. In the case of schools in the free education scheme, the level of allocation ranges from eight hours per week in the case of schools with enrolments below 200 pupils to 44 hours per week — the equivalent of two whole-time posts — in the case of schools with an enrolment of 1,000 pupils or more. In the case of schools outside the free education or block grant schemes, 11 hours per week are allocated in respect of the schools in the 350-499 enrolment category and a full post is allocated in the case of schools with 500 or more pupils.
In addition to allocation based on enrolments, 50 whole-time equivalent guidance counselling posts were allocated in the 2001-02 school year under the guidance enhancement initiative. The focus of this initiative was to enhance the provision of guidance to young people at risk, to improve links between schools and the world of work and to improve the take-up of science subjects. A total of 103 second level schools benefited directly under the initiative.
My decision to extend the guidance enhancement initiative for a further two years and to allocate a further 30 posts to the initiative reflects the importance I attach to the area of guidance and my commitment to ensuring the continued development of our guidance services in schools.
I thank the Minister for his response. Does the Minister agree we are still playing catch up in this area? We need to move to a better ratio across the system than that of 1:500. Does the Minister have long-term plans to permanently improve the overall ratio? What is his final target? Is it 1:200 or 1:250, or does he have a target?
The Minister seems to focus on guidance. Will he outline his views on the importance of counselling in schools? Young people are facing many difficulties and pressures. I am a guidance counsellor and I have an interest in this area. I believe the Minister is also a guidance counsellor. What is the Minister's vision for counselling in schools? What timescale does the Minister have for improving the ratio of guidance counsellor to student? Can the ratio be decreased to 1:250 or better in the next two years?
The Deputy's time has elapsed.
What will the Minister do to improve the quality of counselling in schools, including examining the qualifications and expertise of counsellors working with young people at risk?
Deputy Stanton, the Minister of State, Deputy de Valera, and I are former guidance counsellors.
The Minister should know how appalling it is.
I was one of the career guidance counsellors cut from the school system in 1985 when the then Minister decided that schools with 250 pupils should not have a full-time guidance counsellor. My guidance and counselling hours were reduced from full time to only three hours. I do not want to revert to this. As resources and personnel permit, I would like to return to the circumstances that existed in 1985. I strongly believe that in times of financial and personnel constraint, there is a need to strengthen ancillary services, although this is an integral part of education.
Does the Minister agree that the high drop-out and failure rate at third level could, in some instances, be caused by the lack of guidance counsellors at second level? Guidance counsellors often do not have enough time to give proper guidance to students at second level when, despite their young age, they must make important decisions. Does the Minister agree that the ratio must be returned to 1:250 now and not at a time in the distant future? Young people are under tremendous pressure for points in the leaving certificate and have to deal with personal issues both in school and outside it. What is the Minister's timescale for achieving the 1:250 ratio? Will it be this year, next year or ten years' time? Surely the Minister has a target in mind for this important area.
While I accept that the Deputy is not suggesting this, I would not like to blame the second level guidance and counselling service for the rate of drop-out from third level.
I did not blame them.
I have acknowledged that the Deputy did not do this. While there is a view that some blame is attached to second level, third level institutions could do much more in this regard.
The national education psychological service must be strengthened. I want to bring this to its full complement. I want to introduce and honour a commitment on the chaplaincy service. While I want to improve guidance and counselling, I cannot make predictions on how fast I will be able to provide an extended service. The Department is providing 30 additional posts this year.
The Minister's time has concluded.
123 Mr. Broughan asked the Minister for Education and Science if his attention has been drawn to a new study by a person (details supplied) which reveals that, based on recent data from the Central Statistics Office, almost 380,000 of today’s adult population left school with only a primary education, that half of these early school leavers are neither employed nor looking for work, and that the low levels of educational attainment make it more difficult for these school leavers to retain jobs in the labour market; and if he will make a statement on the matter. [9772/04]
Amharc ar fhreagraThe link between low levels of educational attainment and unemployment is well documented. My Department's White Paper on Adult Education, Learning for Life, identified the need for targeted interventions so as to encourage and support the participation of certain priority groups in adult education. In particular, the White Paper highlighted the allocation of additional resources to address adult literacy needs and the need to provide increased opportunities for adult learners, prioritising the needs of those with less than upper secondary education.
The report of the task force on lifelong learning complemented the policies and recommendations of the White Paper on Adult Education. The cross-sectoral approach of the task force report supports and reinforces the recommendations on adult education policy and provision. These policies are implemented by my Department through the provision of supports for a range of second chance education programmes, for young people and adults alike, who have either left school early or need further vocational training to enhance their employment prospects. These programmes are provided mainly by the vocational education committees but also in schools and colleges and by community-based education groups. A range of courses provided by FÁS and other education and training providers complement the programmes supported by my Department.
Was the Minister of State as shocked as I was by the statistics in the study which indicate that half of the 380,000 early school leavers are neither employed nor looking for work at a time when we have to get workers from far corners of the world? This huge challenge should be met within our system. Sustaining Progress commits to the establishment of a workplace basic education strategy. One of the proposals in that agreement is to establish a basic education fund, which in effect would offer workers the opportunity for education at work. The FÁS study shows that well educated workers are more likely to receive training and education than those who have dropped out of school at an early age. Will the basic education fund be established?
The Deputy is correct in saying that the national development plan and the programme for Government target further education. Both those documents commit to continue to invest in adult literacy and to increase the investment in adult learning generally. Certain statistics, particularly those from the OECD, prove that Ireland has not done badly in terms of literacy. However, the Government has placed specific emphasis on the need to address adult learning, lifelong learning and specifically adult literacy. Consequently we have been able to increase the number and types of courses including a very welcome and successful course through the "Read Write Now" series on television, which I hope will shortly commence its fifth series.
The Deputy asked specifically about literacy programmes within the workplace. NALA has pinpointed the need for this and studies in other countries, such as Sweden, have proved that this is appropriate. This is certainly the direction we wish to take. Studies have been carried out to determine how we can best approach the question of adult literacy. We have increased funding from £1 million in 1997 to €19 million in 2004. We hope to be able to further promote adult literacy in the workplace particularly and we are working with NALA in this regard.
The basic education fund has not been established. Will the Minister of State commit the Government to establishing the fund so that there will be money to run these courses in the workplace?
The Government funds the work done by NALA and is very happy to support that agency. We have pinpointed the need to address literacy in the workplace. The fund has not yet been established and I am investigating that matter. I am not in a position to give the commitment today.
I hope the Minister of State will establish the fund, as it is needed.
124 Mr. Naughten asked the Minister for Education and Science his plans to implement the recommendations of the Oireachtas Joint Committee on Education and Science report on school transport; the reason for the delay in considering these recommendations and if he will make a statement on the matter. [9726/04]
Amharc ar fhreagraFollowing a review of the school transport scheme and taking into consideration the recommendations of the joint Oireachtas committee report on school transport, a number of improvements were introduced in 2001. These included reducing the qualifying distance for eligibility for school transport for primary school pupils aged ten and over from three to two miles, so that all primary pupils are treated equally for eligibility purposes. The number of eligible primary pupils required to establish a new bus service was reduced from ten to seven. The threshold for maintaining a service was reduced to four eligible pupils provided at least six fare-paying pupils are using the service.
The scope of the remote area grants, payable to pupils in certain circumstances, was extended and the rate payable increased. The travelling and waiting time for post-primary pupils was reduced from three to 2.5 hours. Where feasible students who are on the early pick-up from their homes are the first to be dropped home in the evening and vice versa.
In order to increase transparency in the system and to demonstrate that appeals are treated in an equitable and objective manner, an independent appeals board was established in 2003 to facilitate those who wish to appeal decisions on transport services. Since January 2002, Bus Éireann has replaced more than 200 older school buses, thereby improving the quality of buses in service. All school transport vehicles have been provided with a communication system to enable the driver to have ready access to the depot.
Other issues raised by the committee, including those concerning safety, are continually under review in my Department. Bus Éireann, which operates the school transport scheme on behalf of my Department, places special emphasis on safety. To ensure a safe and reliable service, it has a wide range of checking procedures in place, which are reviewed on an ongoing basis to ensure that standards are met. Bus Éireann is fully compliant with all relevant regulations as laid down by the Department of Transport.
In response to another parliamentary question on this matter on 19 February, the Minister of State said she was finalising a review designed to identify efficiencies and savings within the school transport service. Will the Minister of State elaborate on the objective behind this review, as my understanding of that is that there will be a cutback in the service currently provided? Would the Minister agree that it can only mean that either the Government will dramatically increase the charges families have to pay for the school transport service or school transport services will have to be cut back?
To provide school transport nationally, in 1997 less than £50 million was spent on school transport. In 2004 this will be more than €100 million. The Deputy spoke about the charges to students to use these buses. This contributes only total €6 million per annum of the €100 million needed to run the service. We needed a review of how best to continue to provide a service that enables children to get to school. Another issue to be taken into account in looking at the cost of such a service is the mileage, cost of fuel, insurance, maintenance and labour costs.
Some 9,000 children with special needs out of 140,000 students use the service. Some 30% of the budget of €100 million is allocated to providing the service for special needs students. I am looking at every facet of school transport. A number of recommendations made both by me and the joint committee have already been implemented, including the appeals system, which I am sure the Deputy would support.
I take it that included in the Minister of State's considerations are increases to the charges which families must face. Since 1997 how many additional children are now being transported to school? The Minister of State mentioned the concern of parents, the biggest of which is the lack of seatbelts on primary school buses. While parents bringing children to school must have seatbelts or risk getting penalty points, the Department of Education and Science does not require seatbelts. Although the EU will shortly issue a recommendation, it will not affect secondhand buses in the school transport system, many of which are substandard.
The Deputy asked for the facts and figures on the school transport system. Some 140,000 schoolchildren travel every day and almost 2,900 buses service more than 5,000 routes. Of the 2.900 buses, 2,300 are owned by approximately 1.150 private contractors. In the region of 9,000 children with special needs are included in the overall figure of 140,000.
What has been the increase since 1997?
We must proceed to the next question.
I am not allowed to answer.
125 Mr. Connaughton asked the Minister for Education and Science the position with regard to the establishment of a vetting procedure for all teachers and other school staff who have the potential to have substantial unsupervised access to children and vulnerable adults; and if he will make a statement on the matter. [9708/04]
Amharc ar fhreagraI appreciate that schools and others have experienced difficulties with the vetting of potential staff members who may have unsupervised access to children. To address this deficit, a cross-governmental working group was established to consider proposals for the reform of vetting by the Garda Síochána. The group is chaired by a chief superintendent and includes officials from the Departments of Justice, Equality and Law Reform, Health and Children and Education and Science and the Office of the Attorney General. The report of the group has been finalised and has been received by the Garda Commissioner and the Minister for Justice, Equality and Law Reform. I understand that it is under active consideration by them and it would be inappropriate for me to comment further on the process until they have made clear their positions.
When the Minister and his colleagues come before the House and give commitments in regard to timescales, what value are Members on this side supposed to place on such commitments? On 16 December, the Minister of State, Deputy Brian Lenihan, informed the House that this report would be submitted to the Garda Commissioner and the Minister for Justice, Equality and Law Reform in January. We were also informed that the issue would be addressed early in the new year. The fact that it is still at discussion stage between the Department of Education and Science and the Department of Justice, Equality and Law Reform does not indicate progress. Does the Minister accept that every day that passes on which this issue is not dealt with is a day that more children are put at risk?
I am aware of a recent incident where a school bus with one child left on board was involved in an accident. The driver flagged down a passing stranger and placed the child in their car to be driven home. That highlights the importance of having adequate and proper vetting procedures in place. When will we receive a real response from the Minister? When will legislation relevant to vetting be brought before the Dáil?
The communication system on the bus was obviously working.
The information communicated to the House by a Minister or Minister of State is that which is available to him or her at a specific time. I have answered questions in the House since Christmas and indicated to the Deputy my belief that the committee would make its report before the end of February. That is what has happened. The report has been finalised and is with the Garda Commissioner and the Minister for Justice, Equality and Law Reform. They must now bring forward their responses to it. That is the position. The matter is not under discussion between my Department or any other Department and the Department of Justice, Equality and Law Reform. It is with the latter Department, the response of which we await. Any expansion of the system has implications for the Department of Justice, Equality and Law Reform and the Garda Síochána and I presume that they are considering those. I agree with the Deputy that the sooner responses are received, the better it will be for everybody.
Is the future of the register of persons considered unsafe to work with children Bill dependent on the outcome of this report? Given that this is part of the Good Friday Agreement, is the Northern Ireland dimension likely to delay matters?
What procedures are in place to prevent dangerous paedophiles obtaining employment in our schools?
There is a vetting procedure in place in respect of escorts and special needs assistants, SNAs. With regard to other——
There is none in place.
There is a vetting procedure. I have answered the question.
There is none in place for teachers and caretakers.
No. There is only a vetting procedure in respect of those to whom I referred. All appointments made to schools are done by local people. That minimises but does not eliminate the risk.
How would a local person know anything about a stranger from outside the area who applied for a position? That is codswallop.
On the next occasion Deputy Stanton comes across a case where the management of a primary school has appointed a stranger, will he inform me of the fact?
Written Answers follow Adjournment Debate.
