Katherine Zappone (Dublin South West, Independent) | Oireachtas source

I believe the school completion programme is critical to ensuring that children who are most at risk of early school leaving are supported to stay in education. However, I believe that it needs to be reformed to ensure that it delivers the best possible outcomes for children. To this end, I am examining carefully how best to strengthen it. Any reforms will be informed by the Economic and Social Research Institute, ESRI, review of the programme, which acknowledged its great contribution to vulnerable children, but which pointed to the need for an improved governance structure and revised model of employment.

In particular, I want to ensure that services under the programme are compliant with financial and governance rules and that we have a good model of service delivery throughout the country. I also want to ensure that those employed under the programme have clear contracts of employment and that their work is properly co-ordinated.

I am deeply committed to an effective reform of this programme, not only in relation to the governance and employment issues, but also the programmes, supports and processes that are in place to ensure that young people complete school. I am reviewing the extensive consultation process that has been carried out. I am considering recommendations from the expert panel that Tusla has established to consider possible options for reform. I also plan to consult with experts across the educational welfare sector before making any decisions.

In my view the reform will incorporate universal supports as well as targeted supports to ensure that those most in need are reached by the programme. It is critical that we have a whole school approach to this, as well as ensuring that other child and family supports, delivered by statutory or voluntary agencies, are integrated so that the child or young person has the best chance of staying in school. I am also committed to incorporating recognition of the strengths and capabilities of the child or young person into these reforms. I believe the emotional stability of the young person is critical in enabling his or her engagement in learning and contributes to his or her desire to finish school.

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