Mary Hanafin (Dún Laoghaire, Fianna Fail)

The most recent data on participation rates at third level is that published in the HEA review of higher education participation in 2003, which showed that participation in higher education among the school leaver age cohort has passed the 50% mark for the first time. The study puts the overall transfer rate to higher education in 2003 at 54%, as opposed to 44% in 1998, 36% in 1992, 25% in 1986 and 20% in 1980. This data is based on a full census of entrants.

The study also contains findings based on a sample of new entrants relating to their socio-economic breakdown in that year. It should be noted that previous studies on participation by socio-economic groups, the Clancy reports, conducted in regard to 1998, 1992, 1986 and 1982 were based on a census of new entrants in these years. A follow up to previous Clancy studies based on a census of entrants in 2004 is under way and will provide a full picture of progress in higher education participation by socio-economic grouping since 1998.

Final analysis and comparison with previous Clancy studies, together with any policy conclusions, should await the outcome of the full survey that will be available later this year. The current study provides some interesting pointers nonetheless, suggesting that participation rates of some of the lower socio-economic groups have increased substantially, in among particular skilled, semi-skilled and unskilled manual and other non-manual workers.

On the issue of the number of students in receipt of financial assistance under the student support schemes, the most recent figures show that 11,500 benefited from top up grants as well as the basic maintenance grant. This Government introduced the top up grant to provide greater assistance to the most disadvantaged students. We should note that the maximum amount of grant support available this year, inclusive of the top grant, is €4,855 compared to €2,032 in 1996-97.

In so far as data on the socio-economic backgrounds of grantholders is concerned, my Department has collected a limited amount in the past with specific reference to the higher education grants scheme. For this reason, the level of data the Deputy requested is not yet available for each of the schemes. Looking to the future, the HEA has been working with the universities and institutes of technology to develop an electronic student record system at the request of my Department. This is intended to provide more detailed information on students, including their socio-economic backgrounds. I have asked the HEA to examine how this might provide more timely and reliable data on the socio-economic backgrounds of grantholders.

Additional information not given on the floor of the House.

On the matter of the system for allocating higher education grants, the Deputy will be aware that I propose to introduce a single unified scheme of maintenance grants for students in higher education for the academic year 2006-07 in accordance with the commitment in An Agreed Programme for Government. In this context, I intend to put in place a more coherent administration system as early as possible that will facilitate consistency of application and improved client accessibility. This is necessary if we are to ensure public confidence in the awards system and the timely delivery of grants to those who most need them.

Whatever new arrangements are eventually decided upon will be provided for in the new statutory arrangements through a student support Bill. This Bill, which will provide a statutory underpinning for the schemes, will have the promotion of equality of access as a key objective. I envisage that the Bill will also provide for an independent appeals system. The timeframe for the introduction of this Bill is contingent on the range of issues that are the subject of ongoing consultations.

Another significant development in the area of access to third level education was the launch of the national action plan in December 2004 prepared by the National Office for Equity of Access to Higher Education with the assistance of an advisory committee from the education and social partners. A key objective of the plan is the development of the most effective means of increasing the access and participation of learners from disadvantaged schools and communities in higher education. My Department is in consultation with the universities and institutes of technology about their proposals for alternative entry and retention processes to improve access opportunities for students from socio-economically disadvantaged backgrounds.

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