Mr. Bernard Joyce:

Thank you, Chair, Deputies and Senator. The Irish Traveller Movement welcomes the opportunity to meet with the committee on matters relating to Traveller education with reference to inequality, the digital divide and the impact of reduced timetables. The Irish Traveller Movement is mandated by our members to bring forward policy related to matters of national policy structures and in this context, we sit on the education working group sub-group to the national Traveller and Roma inclusion strategy, NTRIS. This is co-ordinated under the Department of Education. However, during 2020 the committee met only twice due to the Department’s demands across mainstream education.

Impacts from cuts to Traveller education supports in 2008 have taken more than a decade to erase and there is little evidence to date of changes in terms of investment in Traveller education. In 2019 almost 1 million pupils were enrolled nationally in primary and post-primary education in Ireland and of these more than 11,000 were Traveller pupils, which is a tiny number in comparison. More than 3,000 of those students were in second level and it is estimated that 300 Travellers took the leaving certificate in 2020, half took the traditional exam and half took the vocational or applied certificate.

These numbers are important because they indicate that achieving greater ambition for Travellers in education should not be a substantial problem, or require massive investment. What it requires is drive, ambition and the implementation of the long-awaited national Traveller education strategy across primary, post-primary and higher and further education. It also requires dedicated staff and resources to co-ordinate it. Full consultation with Traveller organisations is critical to ensure closer links between schools and families in any new plan.

The Minister, Deputy Harris, announced ring-fenced funding of €300,000, in recognition of lower than expected outcomes under targeted schemes running in the previous three years, for transfer to and progression within higher education.

While this is welcome in terms of retention in post-primary it must also be given a priority focus to defeat early school leaving. The report of research commissioned by the Department of Children, Equality, Disability, Integration and Youth established a baseline of the experiences of Travellers and Roma in school. It has not been published. It should be expedited and actioned now.

In 2021, €16 million was allocated in grants to schools in the Delivering Equality of Opportunity in Schools, DEIS, programme but only half of all Traveller pupils are in DEIS schools. The capitation grant for Travellers was marginally enhanced last year, but well below the level of other named groups. Overall, there are no ring-fenced moneys allocated to Traveller primary and post-primary education.

I want to bring up the matter of reduced timetables. Reduced timetables for Travellers is widespread. Department guidelines for schools were not advanced in 2020, as planned. When they are advanced, they will require greater oversight by an independent central body with responsibility, such as Tusla or the school inspectorate. This is not currently planned for. We know of one southern-based school where there are approximately 60 Travellers who are on a reduced timetable. The practice needs to be completely eradicated, with a new approach adapted towards retention and progression for Travellers. Those schools should be held responsible for taking the easy option and for operating under a policy that shows little value to Traveller education and learning.

The specific educational disadvantages caused by Covid-19 needs immediate redress. The impact on Traveller pupils taking their leaving certificate examinations in 2020 and 2021 are unknown. Inequity in accessing broadband and digital supports was acknowledged by Government but Travellers were not named in supports applied to vulnerable pupils. Without adequate data collection, the extent of problems encountered can only be anticipated, without an action plan to make up for those affected.

Addressing interculturalism and anti-racism in schools and in teacher training is critical. The Teaching Council is due to publish a report. However, the module should be included as mandatory to the continued professional development of all school teachers. Expediting the anti-bullying research report commissioned by the Department of Education is important now. Applying a mandatory requirement to current anti-bullying guidelines and recommendations should be featured in actions going forward. Ensuring the continuation of work initiated towards curriculum inclusion of Traveller culture and history by the National Council for Curriculum and Assessment, NCCA, is critical. However, there are no plans for it beyond its first phase.

I am happy to indicate other recommendations in respect of the matters raised here. I thank the committee and I look forward to the further discussion.