Jan O'Sullivan
Question:146 Ms O'Sullivan asked the Minister for Education and Science his views on the main factors influencing participation rates in third level education; and if he will make a statement on the matter. [26520/00]
Written Answers. - Third Level Education.
International experience would suggest that the main factors influencing participation rates in third level education are broadly social, cultural and economic and not just educational.
The recently published report by Professor Pat Clancy and Ms Joy Wall entitled The Social Background of Higher Education Entrants and the previous reports in this series allow us to track the changing social background of entrants to higher education in Ireland over almost two decades. The current work is based on new entrants to higher education in autumn 1998 and provides a comprehensive profile on the social background of entrants.
The report indicates that the overall rate of admission to higher education has risen from 20% in 1980 to 46% in 1998. Most social groups have experienced a progressive increase in the proportion going on to higher education as shown in the table below.
|
Socio-Economic Groups |
1998 |
1992 |
1986 |
1980 |
|
Farmers |
0.75 |
0.53 |
0.42 |
0.30 |
|
Other Agricultural Occupations |
0.35 |
0.24 |
0.12 |
0.06 |
|
Higher Professional |
1.00 |
0.85 |
0.72 |
0.59 |
|
Lower Professional |
0.48 |
0.42 |
0.47 |
0.33 |
|
Employers and Managers |
0.84 |
0.67 |
0.45 |
0.42 |
|
Salaried Employees |
0.55 |
0.48 |
0.58 |
0.59 |
|
Intermediate Non-Manual Workers |
0.33 |
0.27 |
0.28 |
0.22 |
|
Other Non-Manual Workers |
0.31 |
0.26 |
0.11 |
0.09 |
|
Skilled Manual Workers |
0.34 |
0.28 |
0.13 |
0.09 |
|
Semi-Skilled Manual Workers |
0.23 |
0.19 |
0.11 |
0.09 |
|
Unskilled Manual Workers |
0.22 |
0.12 |
0.04 |
0.03 |
|
Total |
0.46 |
0.36 |
0.25 |
0.20 |
The highest proportionate increase has occurred for those social groups which had very low participation rates in 1980. However it is clear that there are still six of the 11 social groups where less that 40% of the relevant population enter higher education.
Three crucial schooling transition points have been identified at which the effects of social background are significant. Students from lower socio-economic groups are significantly less likely to complete second level education; those who sit the leaving certificate tend to achieve significantly lower grades; and for students with modest levels of performance in the leaving certificate, those from higher socio-economic groups have higher transfer to higher education.
In a report published by the Higher Education Authority in 1999 entitled Declining a Third Level Offer, Professor Clancy identified the main factors, cited by respondents to a survey, in not accepting the offer of a third level place made through the Central Admissions Office. The largest percentage of respondents, 37%, mentioned that they were unhappy with the place or places offered through the CAO. A further 23.3% mentioned that their decision not to accept was caused by a change of mind about career plans or other career reasons, while a further 12% of respondents mentioned that they were concerned about the financial costs of going to college.
In September this year I announced the setting up of an action group on access to third level education. This action group will advise me on the development of a co-ordinated framework to promote participation at third level by students in three disadvantaged groups – students with disabilities, students from disadvantaged backgrounds and mature "second chance" students. It will,inter alia, advise on the development of targeted interventions and actions at all levels. I have asked the group to provide a report to me within three months.
The need to target resources at those most in need is well recognised and underpins our approach to tackling disadvantage. In this regard there is provision within the national development plan for a third level access fund totalling £95 million over the period of the plan, aimed at tackling under-representation by the three target groups – students from disadvantaged backgrounds, mature students and students with disabilities. The objective of this measure is to facilitate and improve access to the labour market for the beneficiaries whilst improving their long-term employability through enhancing their educational qualifications.
As an indication of the Government's support in promoting equity in access and as an initial step, pending the findings of the action group, I announced the introduction of a special maintenance grant payable to disadvantaged grant holders, targeted at those most in need. The full rate of the special maintenance grant will increase from £1,775 to £2,000 for students residing more than 15 miles from college; and from £710 to £1,000 for students resident within 15 miles of college. Tentative indications are that up to 10,000 students may benefit from this measure.
Furthermore, I announced on 11 November that I was setting up a special project team to carry out a comprehensive review of every aspect of the maintenance grants, and other student supports, to ensure their relevance to the needs of present day third level students. This review will include the level of grants, the methods by which they are paid, eligibility and income limits, accommodation needs, student support services, the most suitable paying agency, the provision of an appeals system, student loans and taxation measures. The project team is to report to me by the end of March 2001.