Finian McGrath (Dublin North Central, Independent)

——and enable children with autism to benefit from a range of teaching approaches, including ABA, PECS and TEACCH, as appropriate.

On the north side of Dublin we have retained the Greendale community school for educational use and will ensure no part of it is sold. That was a big battle in which we fought hard. I commend the people directly involved in that campaign. At one stage it appeared that Greendale community school would be sold off but now it will be used as an education centre. It is now up and running and it also caters for children with autism.

In the context of student supports it is important that we deal with the issue of disadvantage. The new Government and the reappointment of Deputy Hanafin as Minister for Education and Science offer an opportunity for a renewed focus on intervention strategies to overcome educational disadvantage. The question arises as to where are the gaps in the current interventions and what more needs to be done.

I wish to put forward some key emerging needs relating to students which, I hope, will become policy areas. We need emotional supports and a mental health strategy for education in the context of socioeconomic disadvantage. We also need a ring-fenced budget for designated disadvantaged schools for in-service training for teachers in the areas of literacy, speech and language development in early primary education and conflict resolution skills at post-primary level in particular. It is also important to draw up a national strategy for out-of-school services focused on areas of social and economic disadvantage. I call for the consistent availability of school premises after school hours to make the school a focal point for community education. People often ask for ideas and I am putting ideas on the record.

We must provide an adult and community education strategy to develop future community leaders in the areas of socioeconomic disadvantage and more representatives of ethnic minority groups, including members of the Traveller community. We also need a national strategy to develop the arts in areas of disadvantage, giving recognition to the role of the arts in removing fear of failure and for the integration of drama with literacy strategies. Another area that requires attention is an investigation of how nutrition needs affect school work. We need to open up the idea to ensure we see education as a way of tackling poverty and disadvantage. I put forward these sensible proposals.

The explanatory memorandum states:

Section 4 provides for the funding of the awarding authorities. The Minister advances to awarding authorities such amounts as the Minister, with the consent of the Minister for Finance, determines for the purposes of expenditure by the awarding authorities in the performance of their functions. This section also permits the Minister to advance an amount or amounts to a person with whom the Awarding Authority has entered into an arrangement pursuant to Section 10(2) for the purpose of assisting the awarding authority in the proper discharge of his functions.

Section 8 provides for a definition of approved institution. Subsection (1) sets out a number of educational institutions in the State which are deemed to be approved institutions. It also deems publicly funded institutions outside the State, but within the EU, to be approved institutions. It allows the Minister to prescribe higher education institutions within the State to be approved institutions. The Bill sets out a number of matters the Minister is to have regard to in making such a determination.

In the context of approved institutions, we should not be afraid to acknowledge the many magnificent state-of-the-art third level colleges in this country. Many people come from abroad to go to college here. On the north side we have DCU and the Marino Institute of Education, which is an excellent teacher training college in my constituency. I commend the magnificent work of these colleges. They bring radical new ideas into education and the constituency of Dublin North-Central. This is a progressive development and is worthy of debate.

The explanatory memorandum further states:

Section 12 defines a student and sets out the nationality and residence requirements in the State that a student must meet in order to qualify for a grant. The residence requirement in the State to qualify for a maintenance grant will be three out of the last five years. In addition, the residence requirement will have to be met by the student him/herself. It also sets out certain categories of persons who are entitled to benefit from student grants, subject to the other terms and conditions of the schemes. It provides the Minister with the power to prescribe other categories of non-nationals [I have concerns about the use of that word; we should be using the term "foreign nationals"] that will be eligible for student support. It also defines a "tuition student", which enables the provision of fees grants for approved courses in the State where a person meets a residency requirement in the EU/EEA or Switzerland.

I welcome the foreign students who make a major contribution to our country and the much needed investment they bring with them. In the context of future planning for the economic development of this country we must not only ensure that education is seen as a right for every citizen but we should also focus on the potential it has to create jobs and develop in other countries. These are radical new ideas that should be examined in this technological age and in view of the changes happening here. An educated workforce is needed to keep the Celtic tiger going. We should focus on the people who are here who are willing to work and provide services.

I strongly condemn the recent murder of a young Polish man and the assault on his friend. It is a very sad day for this country when two decent young men who came here to work for their families and who made a major contribution were attacked, leading to the death of one man. I offer my sympathy to the families of these men and to the Polish community on the occasion of this terrible crime.

Sadly, people are making a connection between this crime and under age drinking. It has been said that the Polish men refused to buy drink for under age Irish people. What happened to those two young men is an absolute disgrace, particularly given that they were decent lads who were making a contribution to society. It should go on the record that all Members of the House are extremely upset and we offer our sympathy to the families of these two Polish men.

I mentioned the negative aspects of some elements of our young people, but the vast majority of our young people and students make a massive contribution to this country and they have a vision and a future. I would like to see many young people and students develop their interest in political science in third level education and see them get more involved in politics and community issues. We have a pool of talent in this country and we need to bring fresh faces and new blood into Irish politics. I urge students not to sit on the fence but to get involved through their college student unions or local clubs and community groups. These are important issues related to this legislation.

We discussed the significance of disadvantage among students. It is important we tackle disadvantage at a young age. The first way to tackle educational disadvantage is to get in at pre-school level. I commend the projects that have started but we have much work to do. If we do not tackle it between the ages of two and four, before children enter primary school, the damage has been done and by the time children reach sixth class they are beginning to consider dropping out.

In the past few days I have seen a number of reports that 80,000 students have missed over a month in their schools. That is a worrying trend. The responsibility is with families, but also with schools, to be more pro-student and proactive. Many students and schools in disadvantaged areas are making great strides to ensure their schools are inclusive. Inclusive schools make everybody welcome and teach everybody at his or her level. We must ensure and protect the quality of education in this country. It is linked to the debate on student support. The key point is that everybody here has a duty to support students.

I welcome the developments of the past few days. As a member of and activist with the INTO for many years I welcome the fact that the ASTI, the INTO and the TUI are considering forming one big union. I wish them well in their talks because if there are 60,000 teachers in one big union it will be progressive for education, students and teachers. I wish them all well with their negotiations, particularly the general secretary of the union of which I am a member, Mr. John Carr. I hope they get on well.

In the student community, when students enter third level those with a particular interest in disadvantage should be sought after in the first year, particularly those in the teaching profession. I have done some talks in the Marino Institute of Education where I have addressed 200 or 300 students and 20% are always focused on and want to work in disadvantaged schools. They should be encouraged and supported all the way because they will make a significant contribution to society. A good teacher in a disadvantaged school makes a major impact. I have seen it after working in the north inner city for 25 years. I have seen top-class, quality teachers in very difficult situations doing a great job and saving many children from ending up in Mountjoy Prison.

We must ensure these students are supported financially as well. To tackle poverty one must deal with education, housing and employment. There is a connection between those three matters. We have moved on but a section of society still has not and it is the responsibility of all Members of the Oireachtas and all those involved in politics to ensure they get a leg up, not necessarily a hand-out. The majority of people want to have their self-esteem and dignity, and the way to go about that is to ensure the education system works. When one meets third level students during visits to the Dáil and in one's constituency one sees a big pool of talent in music, arts, industry and commerce, and we must develop that.

Today we had a progressive meeting at lunch time with the Gay and Lesbian Equality Network, GLEN. We need to keep an eye on gay and lesbian students because they need to be protected and defended, particularly those who are often ostracised and come under pressure. I commend GLEN on the magnificent work it has done. I commend my colleagues from all parties who attended that meeting in Leinster House. It was an interesting meeting and it was great to meet the people. There is a connection with the students. We must protect gay and lesbian students and ensure they feel very much part of our society and our education system.

I welcome the debate on the Student Support Bill 2008. It is sensible legislation. We must focus and ensure all our students are given the maximum support, particularly financial support.

See this speech in context