Fiona O'Malley (Dún Laoghaire, Progressive Democrats)

I am glad to have the opportunity to speak on the subject of higher and further education. It is beyond dispute that education has been the most important element which has led to the economic and social transformation of this country. If we only consider the importance attached to education in the millennium development goals for enabling people in the developing world to reach their potential, we recognise how central education is to the economic and social well-being of any country.

As has been mentioned, our skilled workforce is a major selling point for this country but a workforce capable of changing and adapting to change is now seen as the essential ingredient for keeping our prosperity going. Our education system must be able to provide all our citizens with the opportunity of enhancing their abilities. The philosophy of the Progressive Democrats has always been that a job is the best way out of poverty, but the best way of getting a job is to ensure that the person has the necessary education and skills.

Although this year's budget laudably provides for a fourth level of funding, I believe everybody in the country deserves a chance to enhance their abilities no matter at what level they might be. The large budget briefing documents showed the breadth and extent of the finances invested in the education sector over recent years. The figures are indeed impressive — I do not think anyone would take issue with that — but I think the further education sector has been somewhat overlooked. The McIver report tried to address that by looking at the needs of the further education sector and of PLC courses in particular.

It is worth dwelling slightly, as Deputy Andrews did, on the value of PLC courses. They are perhaps a recognition that the formal education process is not for everybody and that everyone does not develop in the same way. We need to provide the more scenic route — if that is the right phrase — through education. The point is that we are required to provide education for everybody according to their needs. That is why PLC courses are fantastic in providing opportunities for people whose skills might not have been developed through the formal education sector.

It is regrettable that the valuable contribution of further education is not recognised by being given a permanent home in a Department or by having a lead Department to provide proper planning for the sector. Much of the trouble in the PLC sector is due to this lack of planning and not being on an itemised list in the budget every year. The current piecemeal approach to planning is certainly not beneficial for the PLC sector. One point which all Members have in common is that they were brought to this House by the people's votes. Consequently, all are familiar with the needs of their constituents as well as the shortcomings of certain sectors.

I also wish to touch on our new multicultural society. Deputy Andrews commented on the newer communities that have developed. To an extent, the language needs of the children from those communities which do not speak English as a first language are provided for in schools. However, their parents may not have the opportunity to learn in schools. PLC courses would deliver a very good service in providing language skills to the parents of children who come from countries where English is not the first language. Members should remember that children's education would develop in tandem with their parents' acquisition of English. This is a major opportunity.

As I said earlier, the budget provided for the fourth level of education, which was a worthwhile recognition. Our excellence in the field of education has been recognised worldwide and we should take that into account. Certainly, we have traditionally thrived in the high scale research and development fields and the provisions in the budget will provide for this. All our people deserve the best opportunities. To create a knowledge-based society, all people must be able to extend their abilities.

See this speech in context