Mark Daly (Fianna Fail)
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I second the motion. Thomas Jefferson, when speaking as President of the United States, stated that "If [one] expects [people] to be ignorant and free ... [one] expects what never was and never will be." This was true in his time and remains true today. While his remarks were made in the context of remaining free from foreign domination, education is still the key to freedom. It constitutes the freedom to achieve a better future for individuals, families, communities and the nation. Many people mistakenly consider education to be the key to continued economic prosperity. While this is the case, it is far more than that. Although it brings economic success, the education system, be it preschool, primary, secondary or third level, education towards a knowledge-based economy or towards lifelong learning, is not simply for the creation of workers and improvements in the gross national product. It also pertains to creating better and active citizens who will contribute to a better community.

Education will be improved beyond all recognition through social partnership as outlined in the Towards 2016 document. The education system that obtained in Ireland in 1916, which was rightly described as "the murder machine" by Patrick Pearse, will be gone forever. I commend the Government on its introduction of the civic, social and political education, CSPE, programme. While this programme is not perfect, it is a step towards creating a generation of more rounded students and a system based not just on points or results achieved in examinations. The implementation of the national skills strategy is a vital part of our future. If it has not been implemented by 2020, we will have a continued shortage of third level degree holders, a deficit of 139,000 third level certificate and ordinary degree holders and a surplus of lower educational levels with a large number of low-skilled individuals who will be underemployed or inactive. Globalisation requires a flexible workforce. Ireland is a small, open economy, and we must be able to respond to changes in the world economy and the technological environment. Only a well educated population is able to respond in this way.

The objectives as set out in the national skills strategy, the National Development Plan 2007-2013, the national action plan for social inclusion and the social partnership document, Towards 2016, will result in improved education and training and will also yield a social dividend, with better social cohesion and public health and reduced poverty, crime and social welfare dependency. I commend the motion to the House.

Fidelma Healy Eames (Fine Gael)
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I move amendment No. 1:

To delete all words after "Seanad Éireann" and substitute the following:

"—recognising that of the current workforce of 1.43 million, 440,000 have at most lower secondary education, including 165,000 aged 35 or less;

recognising that participation by Irish adults in ongoing education and training remains low compared with other EU countries at just 8%;

noting that 500,000 people already at work will need to formally progress by at least one level under the National Qualifications Framework above their current level to retain employability;

calls for the Government to:

increase the number of people in employment that progress by at least one level under the National Framework of Qualifications by 100,000;

review literacy commitments under 'Towards 2016' to tackle Ireland's growing literacy problem;

provide adequate funding for English language teachers and classes to allow for effective integration of migrant workers;

provide sufficient educational and training progression routes for those engaging in adult education and upskilling; and

put in place clear mechanisms for the implementation of the National Skills Strategy."

I welcome the Minister of State to the House, as this is my first time to meet him. I am pleased that the Fianna Fáil Members have tabled this motion. Adult education and lifelong learning have for too long been the poor relations in the education sector. As the evidence will show, the Government cannot justifiably be proud of its record in this area. In preparation for this debate I spoke to numerous providers, including the National Adult Literacy Agency, Galway City and County VECs, the Irish Vocational Education Association, the umbrella body for VECs, Galway-Mayo Institute of Technology and the Educational Research Centre in Dublin. The outcomes of these discussions were damning.

I will first deal with the area of investment in literacy education for adults. I know these learners as I have worked with them. As Mark Daly said, literacy is their only chance of freedom. It also improves their chances of finding employment and increasing their own confidence. It is their passport to independence. Currently, investment in adult education and literacy budgets is inadequate to meet the established needs as documented by VECs nationally. The current low levels of literacy reinforce the poverty trap. Last year Galway County Council, in its poverty profile, estimated that 29,000 learners needed help with literacy but that only 4% to 5% of these receive it. This is just the tip of the iceberg. The VECs in Galway are bursting at the seams with the demand. Their budgets are so tight they must refuse ten hours of tuition.

In 1996, the international adult literacy survey, IALS, was conducted in this country. This showed that 25% or one quarter of the adult population had significant literacy difficulties. Is it not odd that no further assessment has taken place since, despite the fact that this was promised in the White Paper on Adult Education in 2000? What is the basis for the distribution of funding suggested by the Fianna Fáil Senators, since they do not have up-to-date information? It is clear from talking to providers that more and more people are presenting with literacy needs. This is good. In addition, more people are arriving in this country with language and literacy needs.

In 2007, the Government committed €30 million towards the budget for adult literacy, of which €26 million went to VECs, covering about 40,000 learners with an average of two hours' tuition each week. The other €3 million or so went to FÁS for the workplace education budget. However, €10 million of the total budget will go to ESOL, English for speakers of other languages. Thus, the real commitment to literacy is about €20 million. The area is still very under-resourced. County Galway VEC, of which I was the chairperson two years ago, is to receive €430,000 for adult literacy programmes, but it needs two and a half times that budget to meet the needs it knows of, which will require in the region of €1 million. Last year the Oireachtas Joint Committee on Education and Science stated in its report that the budget needed to be quintupled from €20 million to €100 million, with increases of 27% each year, to meet the targets set out in its recommendations.

During my discussions with Galway-Mayo Institute of Technology, it was suggested that students who drop out at second level or do not progress to third level should be entitled to 180 credits of free higher education — in other words, a three-year course — as is the right of any other citizen. This is something we should seriously consider. The problem is that because these students would be part-time, they would not qualify for free fees. This is discrimination. I call on the Minister of State to consider the provision of a voucher system that would enable every citizen to have three years of free higher education whenever they wished to cash in their vouchers. This would be a wonderful initiative as it would address many of our current needs in the area of upskilling, which the previous speakers identified as being important. Some 650,000 people have qualifications at junior certificate level or lower, of whom 10% have no qualifications at all. The proposed voucher system would go a long way towards addressing that need.

My second point is the Government's lack of investment in ESOL and teachers in this area, TESOL. This is having a negative impact on integration in Irish society. Everyone agrees that integration is a major issue, but the area is fraught with difficulties. For example, the 2006 census shows that 250,000 people come from non-English speaking countries. The Minister of State has committed only €10 million to these people. As I said, this is the tip of the iceberg. The benefits of investing in this area would include better integration of the new Irish into society, elimination of so-called white flight from our schools and continued economic growth and opportunities for creativity and mutual gain.

My final point concerns the area in which I condemn the Government the most. I am stunned by the line in the Fianna Fáil motion concerning investment in education for those from disadvantaged backgrounds. This has been the Government's greatest failure, as can be seen from the education and employment outcomes. What are the problems we see in socially disadvantaged environments? Children have difficulties in securing school places. Attendance in school, examination results and attention levels are poor. A total of 20% of second level students are underperforming. This is a national statistic and is therefore averaged over all environments. In disadvantaged areas the number is far higher. Why is this? It is because the adults in these areas are not equipped to help their own children at school.

Jerry Buttimer (Fine Gael)
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Hear, hear.

Fidelma Healy Eames (Fine Gael)
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I carried out research in this area when I was working in a third level college. My results showed that adults in disadvantaged environments have great intentions, but they are not consistent. Literacy is intergenerational. The problem continues from one generation to another, and we will not break this cycle unless we invest in lifelong learning.

In the area of lifelong learning and adult education, the overall numbers are very bad for the Government. The report card on measures of investment in adult literacy, English language classes for speakers of other languages and education in socially disadvantaged environments shows that the Government has failed. This is its opportunity to make a change. I look forward to hearing the response of the Minister of State.

Paddy Burke (Fine Gael)
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I remind Senators to use the title "Senator" when referring to other Members of the House.

Jerry Buttimer (Fine Gael)
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Cuirim fíor fáilte roimh an Aire agus déanaim comhghairdeas leis. Ar shon Fhine Gael, tá áthas orm an leasú seo a mholadh.

I second the amendment. I welcome the Minister of State to the House and congratulate him on his appointment. Senator Daly gave us a good quotation at the beginning of his remarks. We should take cognisance of where we stand. A couple of weeks ago the chief executive of Tesco, Sir Terry Leahy, warned that low standards of literacy and numeracy among the young have left the British economy more exposed to competition from countries like India and China. In many ways we in this country face a similar situation.

I speak as a director of adult education in my previous incarnation where I was involved in the provision of adult education in encouraging people back to education. Empowerment through education is the key. We will share common ground in that regard. Access to education of all types for all is important.

It is against that background that my party has put forward our amendment, which recognises "that of the current workforce of 1.43 million, 440,000 have at most lower secondary education, including 165,000 aged 35 or less". I will begin by looking at the provision of third level education for adult and part-time students. Thankfully, there are no fees for full-time students but there is a barrier for mature students who wish to return to full-time education where they must pay fees for third level courses. That anomaly should be immediately rectified. I ask the Minister of State to take a look at it. The cost barrier is a strong one for many trying to attend third level and while the Government motion has listed a plethora of achievements, in one aspect it is just pure rhetoric. The treatment of part-time students and mature students is not reflected in the motion. If we take the Government motion as suggested, then the Government should commit itself to lifelong learning and upskilling people by making these third level course fees free.

The national objective, to ensure that of those attending third level 5% will come from among the disadvantaged and 15% will be mature students, is not being attained. In some universities the achievement is significantly less than the national target despite all the rhetoric about access to third level education. In essence the national targets are not being met. I suggest that the targets in the case of mature students are quite modest by international standards. According to the OECD report Education at a Glance 2007, our spending on all aspects of primary, post-primary and third level education is less than the OECD average. That is hardly commendable in the context of the motion.

This morning in the Irish Independent the director general of FÁS, Mr. Roddy Molloy, issued a strong warning to all of us on the need to upskill our people and the facts facing the economy. What action have we taken or seen on the national skills strategy, outlined as Government policy? Participation by Irish adults in ongoing education and training remains low, at 8%, in comparison with other EU countries. In addition, one third of our workforce have at most lower second level education, of whom 165,000 are below the age of 35. In the context of the national skills strategy, over 500,000 have level three — junior certificate — education or less, of whom 10% have no qualifications, which is frightening.

The White Paper calling for the upskilling of the workforce has never been properly addressed. At policy level there is a need for greater harmony and co-operation between the Department of Enterprise, Trade and Employment and the Department of Education and Science, which should be working together to create a changing emphasis and pattern regarding third level and access to upskilling of our people.

The national development plan identified significant investment regarding the upskilling of our workforce. The figure involved is €2.8 billion, although I am open to correction. In the context of the Estimates, there is only €3 million in the education fund for FÁS. Will the Minister of State honour the commitment or will we see more cuts in the Estimates in the provision of funding for upskilling and access to education?

We need to expand the national qualifications framework. If I might dwell on that in the context of FETAC, I am all for the national framework of qualifications awards, which are an excellent concept. It has brought all of them in under the one umbrella but, as somebody who has been very involved in the implementation of this and in the day-to-day running of it, I see some anomalies which need to be addressed regarding the on-line use of FETAC. In that context, I ask the Minister of State to provide more resources for FETAC to allow easier access to the website to input examination results and to input the names of students for examination. The FETAC members of staff are second to none and are accessible, but we need to make it easier for providers of adult education to become involved in the FETAC awards scheme.

We seem to have created another tier of bureaucracy with the FETAC award schemes. I do not wish to denigrate FETAC, but we need to make it easier for providers to entice people to take up these courses and to make it more enjoyable for the provider to engage with people. In my experience it has turned people off taking on FETAC courses in the community and voluntary sector.

In the context of our amendment, there is a need to put in place a framework for the implementation of the strategy, for greater co-operation and harmony between the Departments, and to look at the skills strategic vision as outlined through FÁS because there seems to be a deficit. It is a worrying concern. Reading the remarks this morning by Mr. Molloy, one would wonder if the picture painted by Members on the opposite side of the House is different from that which we all face. There has been a great deal of work done and there has been significant investment, but then we have lived in a cash cow economy, although that has now changed. Participation levels are not as good as they should be and are below the OECD average. There are people who are encountering barriers to participation. We are not enticing people to participate as much as we should.

We on this side of the House recognise and will support any efforts and enticements to people to upskill, to participate in further education and training, but there is a need for meaningful implementation of strategies and resourcing which are not evident. There is much rhetoric but there is a need for action. The figures speak for themselves. I commend the Fine Gael amendment.

Seán Haughey (Dublin North Central, Fianna Fail)
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I congratulate Senator Ó Domhnaill on tabling this motion on behalf of the Fianna Fáil Senators, on his appointment as spokesperson on lifelong learning, and on his comprehensive understanding of all aspects of further education and upskilling as seen in his contribution. I also thank Senator Daly for seconding the motion and for outlining the value of education and upskilling for society and the economy. I will deal with the contributions of Senators Healy Eames and Buttimer in the course of my contribution.

I am glad to have this opportunity to reflect on recent progress and provide an overview of the direction and developments that will take place in the important area of adult and further education over the term of this Government. In June, my brief was extended to include lifelong learning which introduced a cross-departmental role between the Department of Education and Science and the Department of Enterprise, Trade and Employment. The education and training sectors have now been amalgamated under the lifelong learning agenda. This will allow me to determine the best policy, in the light of views from both Departments. This move strongly reflects the Government's commitment to lifelong learning and recognition of the changing economic horizon.

This is an exciting time for adult and further education. There is a growing awareness that education should be a lifelong process. Gone are the days when one was considered to be fully educated when formal schooling ended. We must now ensure the skills and knowledge of our population can keep pace with a fast changing world. The quality of our education system is the key success factor in the transformation of the economy into one of the most successful economies in the world. Ireland's sustained investment in high quality second level education and the exceptional expansion in third level enrolment have been the critical drivers of our outstanding economic success and social progress.

A strong focus on lifelong learning and training, combined with increased levels of investment in research, technology and innovation, will be key factors in maintaining our competitiveness in a constantly changing global environment. This will require an ever increasing number of graduates qualified to the highest international standards, interlinked with a proactive lifelong learning strategy for all citizens.

The principal objectives of programmes in the further education sector are to meet the needs of young early school leavers; to provide vocational education and training opportunities for labour market entrants and re-entrants and alternative pathways to higher education; and to provide second-chance education for adults.

A suite of Government-funded full-time and part-time programmes are available within the adult and further education sector attaining to each of these goals. Senator Ó Domhnaill outlined these in detail. They include Youthreach, the vocational training opportunities scheme, VTOS, senior Traveller training centres and post-leaving certificate courses, PLCs, which are all full-time initiatives. Part-time programmes are available to accommodate those who have other commitments to fulfil. Community education, evening classes and adult literacy programmes are a big part of this sector.

Of all the disadvantages people face, problems with literacy and numeracy can have the most profound effect in preventing individuals from leading a fulfilling life and from participating in their community and wider society. Adult literacy has been the top priority in adult education for some years now and it is singled out in the programme for Government.

I wish to respond to the criticism made by Senator Healy Eames. An increase of €7.4 million, or 21%, in the budget for adult literacy and community education was provided this year. This increase has allowed for 3,000 additional literacy places this year and will bring expenditure up to €30 million. Approximately 4,000 additional places will be available up to 2009, bringing the total to 42,000.

Fidelma Healy Eames (Fine Gael)
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It is not enough.

Seán Haughey (Dublin North Central, Fianna Fail)
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Great efforts have been made, in conjunction with stakeholders, to promote equality of access to education, especially for people whose initial experiences may have been discouraging. Family literacy groups, involving adults and their children, are running successfully. A family literacy initiative is being developed under DEIS, delivering equality of opportunity in schools, an action plan in educational inclusion. In 2006, a new intensive tuition in adult basic education, ITABE, programme commenced within the VECs. There are also a number of schemes targeted at people with special literacy needs. To cater for the literacy and basic education needs of immigrant groups, classes in English for speakers of other languages, ESOL, are funded through the adult literacy budget. In 2006, 12,000 students availed of tuition in English under the English for speakers of other languages programme, comprising 30% of participants in adult literacy programmes.

Fidelma Healy Eames (Fine Gael)
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That is separate funding.

Seán Haughey (Dublin North Central, Fianna Fail)
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The Department has engaged consultants to examine the language needs of migrants and they will report shortly. New measures in that regard will be brought forward in conjunction with my colleague, the Minister of State, Deputy Conor Lenihan.

Fidelma Healy Eames (Fine Gael)
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The Minister of State should provide a separate stream of funding.

Seán Haughey (Dublin North Central, Fianna Fail)
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These matters are being examined in the Department with the assistance of outside consultants. I agree the issue requires to be carefully examined.

The national skills strategy made the recommendation that literacy and numeracy development should be embedded in all publicly funded programmes and sets out an economic imperative for the upskilling of workers with low or no qualifications. We must adhere to this. The back to education initiative, BTEI, involves the provision of programmes on a part-time basis. The BTEI plays a key role both in addressing the needs of those with minimal or no educational qualifications, and in providing for those who wish to upgrade their skills in line with emerging needs. An increase of €1.35 million for the expansion of part-time options under this programme is being provided in 2007. The recent introduction of FETAC qualification levels one to two is also an important move in this regard. This development will particularly assist those partaking of adult basic education programmes.

I note the comments of Senator Buttimer on FETAC. Sanction has been given to that body for a comprehensive new computer system which will deal with many of the issues he raised. The provision of financial and guidance supports is critical if we are to encourage people to take advantage of the schemes on offer and help adults overcome the obstacles preventing them from making the decision to return to education.

The adult educational guidance initiative is one initiative in that regard. Annual grants are given to VECs towards the cost of child care support for those partaking of full-time programmes such as Youthreach, senior Traveller training centres and VTOS. Extra finance has been provided this year to extend child care support to the back to education initiative, a part-time programme. An increase in funding will be provided for child care in 2007.

To underpin the significant progress made in recent years in second-chance, adult and continuing education, the Government has provided increased funding on an annual basis. As Minister of State with responsibility for lifelong learning, my aim is to achieve a strong further education sector which is fully recognised, staffed, structured and resourced and which is treated on a par with first, second and third level education.

The Government fully realises that to sustain our economic growth we must continue to invest in the skills of our workforce. We must ensure we have the necessary blend of skills required to succeed as a knowledge-based economy. As Senators stated, Ireland is competing in an ever increasing global competitive marketplace, where the key to success is establishing competitive advantage. Despite our recent economic feats, we cannot afford to become complacent. We must constantly review our education and training provision to ensure we are meeting the needs of industry and the economy. We must prepare for the future by taking action today.

Accordingly, we must encourage greater participation in lifelong learning by facilitating and motivating employees to increase their skill levels and qualifications, to acquire new skills and knowledge in different areas and to renew existing skills to stay abreast of technology and other developments. This is something on which the Government has been focusing in recent years and it will continue to do so. In 2007, the Government will invest approximately €70 million in the provision of training programmes for those in employment. Senators will agree our commitment is clear if we compare this to the €8 million that was the equivalent State investment in 2004.

The Government's key providers for the provision of training for those in employment are FÁS and Skillnets. FÁS, through its One Step Up programme, aims to encourage employees to increase their competency levels and promote an ethos of lifelong learning in the workplace. This will ensure skill and qualification levels match present and future human resource requirements for continuous economic growth and competitive advantage. It will also enable employees to cope with frequent and ongoing changes in the workplace.

Skillnets, on the other hand, is an enterprise-led support body whose mission is to enhance the skills of people in employment in industry to support competitiveness and employability. It is funded from the national training fund and its stakeholders include leading employer and employee representative bodies. Between them, FÁS and Skillnets will provide training for approximately 55,000 people this year. In accordance with Government commitments contained in the Towards 2016 agreement, FÁS and Skillnets have been instructed to focus on the provision of training for the low skilled.

I am delighted to state that on foot of this direction last month, the FÁS board gave approval to enter into six strategic alliances with representatives of the trade union sector to support employment prospects through raising skills levels, especially through training those with low skills levels or in vulnerable employment. These strategic alliances will provide training for almost 3,500 people at a cost of €8.8 million.

It was because of the importance of education and skills for Ireland's economic development that the expert group on future skills needs was convened to undertake comprehensive research to underpin the development of a national skills strategy. This report sets out clear objectives for developing Ireland's human capital through upskilling, training and education up to 2020. Delivering on these objectives will ensure our education and training systems meet the skills requirements of the economy.

The national skills strategy is not a stand-alone policy initiative. Instead, it builds on existing Government policy such as the social partnership agreement, Towards 2016, and the national development plan, in which the Government entered into specific commitments aimed at upskilling the workforce. The national skills strategy also complements the vital strategy for science, innovation and technology which was launched by the Government last year. These publications support skills development from the foundation level to the very highest academic level. Together, these four documents have set the agenda and objectives for what Ireland must achieve in the medium term if it is to maintain and enhance the living standards of its citizens.

In an ever increasing global marketplace, the Government is committed to ensuring Ireland continues to embrace its transition to a dynamic, knowledge-based economy. The objectives contained in the expert group's report have provided us with a road map that will assist us in achieving our potential. The Government is determined to achieve the vision contained in the report, for which it has already initiated an implementation process.

While the State has a key role to play in achieving the vision contained in the national skills strategy, enterprises and individuals also need to play a major role. The expert group on future skills needs is examining specific measures to spur employers and employees to engage in training and education, which is a significant challenge. Proposed initiatives include paid learning leave, individual learning accounts, tax measures, brokerage services and the possible establishment of regional skills advisory groups.

Enterprise needs to identify and articulate clearly its short and long-term skills needs. These must be proactively communicated to education and training providers at regional, sectoral and national level. Enterprise also needs to work in collaboration with providers in developing programmes which respond to those needs. Individuals need to recognise the benefits further education and training can provide them for both their career and personal development, and they must also have the initiative and commitment to undertake these programmes. This will require having confidence in investing time and money in their own future. Only by taking co-ordinated action through this three-pronged approach can we hope to realise the vision contained in the national skills strategy.

The Government is committed to the development and maintenance of a high quality education and training system which is democratically managed, publicly accountable and provides opportunities for learning on a lifelong basis. Equality of access and participation, relevance and quality assurance are the cornerstones of our educational policy. The cross-departmental element of my brief puts emphasis on the education and training spheres at Government level. The Government has undertaken to develop the further education sector in line with the recommendations set out in the national skills strategy. Much remains to be achieved in the adult and further education sector which has huge potential. I look forward to maximising this potential to the benefit of everyone involved.

Rónán Mullen (Independent)
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I wish to share my time with Senator Feargal Quinn.

Paddy Burke (Fine Gael)
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Is that agreed? Agreed.

Rónán Mullen (Independent)
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Lifelong learning relates to everybody — everybody matters. It has to do with the learning of each person from cradle to grave. This motion could have considered how the Government is performing in a range of sectors but it clearly refers to the adult learning experience. There may be a need to widen the context of the debate at some other time but the focus in this debate should be on the adult learner. I wish to speak in particular from my experience as a lecturer at third level in the Institute of Technology Blanchardstown and to examine some of the trends as they affect those who teach and learn as part-timers and lifelong learners returning to student life.

The central role of lifelong learning was outlined in the European Commission's 1994 White Paper on competitiveness, which stated:

Preparation for life in tomorrow's world cannot be satisfied by a once-and-for-all acquisition of knowledge and know-how ... All measures must therefore necessarily be based on the concept of developing, generalising and systematising lifelong learning and continuing training.

There has been a plethora of reports and documents, from the 1995 White Paper, Charting our Education Future, to the report of the task force on lifelong learning in 2002. More recently, in 2004, the OECD reaffirmed the importance of lifelong learning to the economy and its future success, a link which is ever present. In a speech in 2005, the Minister for Education and Science, Deputy Mary Hanafin, stated: "The education system as a whole must serve the needs and aspirations of each individual and must also promote the well-being and cohesion of the communities and societies."

Lifelong learning is universally endorsed in Ireland. However, when we turn to policy development and implementation, the picture is much less clear. Any real developments that have taken place in Ireland have been in the area of vocational training where the Government can choose relatively familiar and uncontroversial measures. This is because this area has particular legitimacy. It is safe in political terms. In respect of training for the unemployed in particular, there is an established area of direct intervention. Much responsibility for implementation and delivery rests with relatively local actors such as vocational education colleges, employment offices and FÁS because there is the prospect for hard, short-term targets such as jobs found, qualifications gained or people trained.

What we have had is increased funding at VEC and post-leaving certificate, PLC, level, that interim level between early or normal school leaving and the third level experience. Whole structures have been created for the engagement of lifelong learning in each county, with career guidance counsellors and so on being available. The VEC has funding to provide free education in some cases and courses in everything from hairdressing to information and communications technology and literacy. While applause may be deserved for this, the experience is different with regard to third level.

The Government has invested funding in skills training because it can show that X number of people have been put through IT courses such as ECDL and so on. The problem is that it has invested nothing in the third level sector. All part-time third level education is delivered on a cost recovery basis. For example, if the institute where I teach wants to deliver a part-time course to students, it must recoup 100% of the cost of that course. Therefore, the course is priced accordingly. A market fee is charged as distinct from the normal capitation fee of €600 to €800 payable by a student, so a part-time learner might have to pay €1,600 or €1,700 per year. Also, if institutions want to promote such courses, they must engage in the normal business practice of identifying courses in which people would be interested and then marketing them. All of this ends up in the cost paid by the student. Moreover, there is also the problem that while some of these courses are tax deductible, there is an inequity between the person earning at the higher tax rate and the person earning at the lower rate. If we are serious about making part-time third level education part of the lifelong learning strategy, students should not have to pay more than the normal capitation fee.

A further problem arises in this regard. The absence of financial support for part-time third level education means that full-time lecturers are not appointed and has resulted in colleges training part-time lecturers on the hoof. This creates a danger that courses may not be of the highest standard.

When adults take time off work to engage in part-time learning, the process must work for them as they could otherwise be lost forever. Where the system works, many of those involved in part-time learning thrive and complete PhDs. However, those lost to the system due to a failure to invest properly in the courses available to them will be lost forever. This is bad for the economy.

A report on inclusion in the United Kingdom was entitled Every Child Matters. Our philosophy should be that every person matters, which would mean providing education at all levels, including third level, in an effort to get people to upskill and develop for the future economy.

Feargal Quinn (Independent)
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I welcome the Minister of State at the Department of Education and Science, Deputy Seán Haughey, to the House. A few years ago, I had the pleasure of offering promotion to a long-term employee of mine who rejected my offer because, as I later discovered, he could not read or write. Having known the man for years, it came as a jolt to learn this.

I support the motion even though it does not go far enough. On that basis, perhaps I should support the Fine Gael Party amendment. The motion strikes a note of complacency as opposed to urgency. In other words, it seems to argue that everything is all right.

I have been a long-time champion of lifelong learning for two reasons. First, this form of education addresses the reality of modern life, namely, that the knowledge we acquire at school is insufficient given the advent of new technology and other developments. We will fall behind if we do not continue to learn following school. Second, I champion lifelong learning because, as the motion hints, it provides an opportunity for the less fortunate to catch up. In these affluent times it is too easily forgotten that we have a hard core of long-term unemployed who, in many cases, cannot secure jobs because they have a lack of basic skills such as literacy. At least the man to whom I referred had a job and had managed to hide his problem for many years. Many others fail to find a first job.

I make no apologies for repeating a point I made during last week's debate on competitiveness when I raised the IDA's efforts to attract overseas direct investment. The question of investment in education is for me what the phrase Carthago delenda est was to Cato the Elder who repeated these words until Carthage was destroyed. We need a quantum leap in the level of investment in all parts of the education system. The calibre and skills of our people will depend on how much we invest in education but not nearly enough is being invested to realise our aspirations.

Investment in education must not be increased in line with increases in Government spending in other areas. It is not sufficient to place education at the top of the queue each year when the various Departments do battle in the run-up to the publication of the Estimates. The radical increase we need in educational investment cannot be delivered incrementally but must be provided in one fell swoop. The OECD used the term "quantum leap" to describe what was needed in this regard. This is not just a soundbite but describes exactly what is required. Treating the problem with the seriousness it deserves means making education our most important national priority and being prepared to provide proper funding for it before we begin to consider other demands on resources.

Two weeks ago I attended a conference in Venice at which Queen Noor of Jordan and other speakers addressed the topic of education. Queen Noor argued that in trying to solve world hunger, the best investment one can make is in educating women because so many women around the world do not receive an education.

Fidelma Healy Eames (Fine Gael)
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Hear, hear.

Feargal Quinn (Independent)
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She stated that while this may not solve the problem of hunger this year, women who have received an education will be able to educate their children. Education is not given the recognition it deserves in terms of the opportunities it provides to solve problems domestically and around the world.

Investment in education must be made a priority if we are to succeed in meeting our national aspirations. Current policies do not reflect this position and educational expenditure is not adequately prioritised in the national development plan. Either we begin to recognise that education is our first national priority or the money we are pouring into building new roads and other physical infrastructure will be largely wasted. The only way we will be able to successfully compete in the world of tomorrow is through the quality of our people. We must pay a high price to achieve this objective.

For some years, I had the rewarding task of chairing the leaving certificate applied committee. This examination was introduced because too many people were being left behind in the education system. By the time those who find themselves at the back of the class at age seven, eight or nine years reach 14 or 15 years they discover they are unable to catch up. The leaving certificate applied was brilliant because it operated on the basis that instead of measuring intelligence in a three-hour examination at the end of sixth year, it would nurture other skills and types of intelligence. The objective was to avoid leaving people behind as currently occurs in the education system. We need lifelong learning both for those who have been left behind and for those who have received a good education as it enables them to improve their skills as they go through life.

Déirdre de Búrca (Green Party)
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I thank the Minister of State for his contribution and commend the Government on the support it has given to lifelong learning. The integration between the Department of Education and Science and the Department of Enterprise, Trade and Employment is a welcome development as it helps integrate and amalgamate the education and training sectors and ensures proper co-ordination between the Departments in their efforts to promote the various aspects of lifelong learning.

I note the Minister of State's strong emphasis on the importance of lifelong learning in promoting economic growth and ensuring workers are in a position to adjust to the demands of a changing economy. While these are valid reasons for supporting a policy of lifelong learning, preparing citizens for the knowledge economy to which we aspire is not the only compelling reason for promoting such a policy. Lifelong learning has a very important role to play in personal development which also provides a guarantee of social inclusion. Despite their best efforts, those who have not attained acceptable levels of functional literacy are excluded in many important ways from full participation in society. Lifelong learning helps to develop skills and competencies across a range of areas and means people are more likely to feel they are personally effective.

Earlier, the House debated the unfortunate phenomenon of suicide. When people feel competent and able and have had an opportunity to develop their skills to their full potential, it is less likely they will feel the sense of alienation or lack of belonging which sometimes contributes to psychological distress.

I commend the Government on the approach it has taken. Several indicators demonstrate its sincere commitment to a policy of lifelong learning. The Minister of State referred to a 21% increase in the budget for adult literacy and community education this year, while the national development plan has committed €2.2 billion towards further education, with particular priority being given to further education for those with low literacy levels.

Functional literacy presents a significant challenge. Despite considerable investment in adult literacy services, an estimated one in four citizens experiences basic literacy problems that affect activities such as shopping, reading newspapers, filling in essential forms, etc. We must address this issue.

I welcome the national development plan's commitment to reducing the levels of illiteracy and low literacy in primary schools from 30% to 15%. While we can set general objectives, it is important to set clear targets to measure——

Fidelma Healy Eames (Fine Gael)
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They are unacceptable targets.

Déirdre de Búrca (Green Party)
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——how we are doing and what we are achieving.

I welcome the White Paper on Adult Education's extension of the remit of adult literacy services to cover asylum seekers. Significant pressure is placed on those services because many non-English speaking individuals try to access the courses. As it is estimated that 27% of adult literacy learners are non-English speakers, we must develop a clear policy.

I commend the Government and statutory bodies on their roles in promoting adult literacy. For example, An Post sponsored a television and cinema campaign that promoted adult literacy, featuring people who went through and benefited from the programmes in question. Adult literacy courses will attract considerable interest from those who may have previously been reluctant to take up such offers. This will put pressure on the services but we must continue to provide sufficient resources to meet need, as stated on the other side of the House.

It is important to continue upskilling workers. Conditions within certain sectors of the economy are changing significantly. For example, the construction industry experienced a good decade, but circumstances are changing. Some individuals may seek to upskill and move into different sectors. We must give people the opportunity to upskill and undergo appropriate training.

I welcome the elimination of back to education fees in respect of participants with a junior certificate education or lower. If they are part-time workers, they can avail of the back to education initiative without paying fees, which is a positive development.

Unlike 15 other EU countries examined, Ireland has no statutory entitlement to paid educational leave. We should consider this matter. Other European countries have successful upskilling programmes and are good at keeping workers' skills updated. We must examine policies that have worked elsewhere. As a developed economy, Ireland should consider a statutory entitlement to paid educational leave.

Computer and information technology skills have become prerequisites for most forms of employment. Often people who start with functional literacy problems have difficulty acquiring computer and information technology skills. The Government should place considerable emphasis on this matter to ensure all workers develop basic computer skills, an essential requirement in the workplace regardless of the job. More resources should be targeted in this respect.

I congratulate the Government on its approach to lifelong learning and I look forward to further improvements.

Fidelma Healy Eames (Fine Gael)
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It has not gone far enough.

Dominic Hannigan (Labour)
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I welcome the Minister of State. The global economy is forcing many western countries to examine how to remain affluent. For many years, we have known that industries such as textiles and manufacturing are moving east. Until recently, we were under the illusion that IT companies would remain here, but they have begun moving east, creating problems for Ireland in terms of retaining jobs.

Education was a key reason for so many multinationals moving to this country, namely, we are an educated English-speaking people. Countries in the developing world have learned from us. For example, China and India can offer similar skill sets to ours at a lower cost. As the days pass, technology and those countries change, we must ensure that we change. If we cannot keep up with other countries, we may lose much of what we gained in recent decades. To stay strong, we must continue to value and invest in our education system. Our goal must be to ensure no one leaves these shores to find work.

Issues of taxation, employment law and enterprise must be dealt with, but this debate is on education and we must address a number of priorities. For example, we must examine the matters of adult literacy, how to keep children in school for as long as possible, how to engender a greater sense of business awareness among schoolchildren and how to encourage lifelong learning and upskilling.

It is of concern that, according to recent figures from the Department of Education and Science, up to 40% of children in disadvantaged areas suffer some form of literacy disadvantage and 60% have considerable difficulty with basic mathematics. The last international adult literacy survey found that 500,000 Irish adults experience some form of reading, writing or mathematical difficulty. Consequently, while we have invested additional money in adult literacy services, we must invest more.

CORI states that Government targets in respect of adult literacy are unambitious, illogical and unacceptable.

Fidelma Healy Eames (Fine Gael)
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Hear, hear.

Dominic Hannigan (Labour)
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The current target is to reduce illiteracy levels to between 10% and 15% of the population by 2016, meaning 500,000 will have basic literacy skills. It is an unacceptable target and must be changed.

The Department has been advised of the Right to Read campaign which seeks to improve literacy among schoolchildren. According to the campaign, it is important that children have room to learn in each family house. It campaigns for larger apartments and for the housing guidelines to be changed to allow children more space in their homes. I welcome Dublin City Council's recent attempt to introduce regulations that increase the size of apartment blocks. This initiative should be extended throughout the country because children must be given space to learn.

Many children in Dublin are in homework clubs whereby they go to local libraries, learn with other children and share school experiences. We must consider extending library hours throughout the country to enable as many children as possible to benefit from such clubs. The earlier we intervene, the more likely it is that children will excel at primary and secondary school level and continue on to third level.

It is important to retain children in the education system because many leave before they should. Some 18% of children leave the system without any qualification, a figure that has remained stagnant since 1991. On the County Meath coast, one out of every four children leaves school early. Elsewhere, that figure can rise to 60%. Our economy needs children to stay in school because it is their best hope of finding jobs and contributing to the Ireland of tomorrow.

A school's quality is a factor. It is unacceptable that some children go to class in toilets or converted gyms. It is important that they be given the facilities they need to learn in comfort. We should also examine locating classes close to where the students live to ensure parents can get involved in school through sports days or parent-teacher evenings. The further a school is located from the family, the more difficult it is to involve the parents. It is essential that parents are involved in the education of the child.

We should examine extending the way we teach business in schools. We must engender a better awareness of what it takes to run a business. We must make it easier to set up businesses and encourage more people to establish businesses at home. I would like a system whereby secondary school students are mentored by local business people to teach them what it is like to set up a business and to encourage them to do so.

We must make it easier for people to go back and study. The Labour Party in government abolished third level fees and we must extend this. We need to reach out to people in further education, many of whom attend classes at night and at their own expense. The National Youth Council of Ireland has proposed the abolition of fees for approved part-time courses taken by people who do not already have a qualification and whose income is below the national average.

Fidelma Healy Eames (Fine Gael)
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Hear, hear.

Dominic Hannigan (Labour)
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These people need to be supported by us. Everybody has the right to go back to school or college and upskill and learn new skills. We must help middle-aged workers who are out of a job and give them the skills to take part in the information economy. That is how we make our workforce stronger, retain multinationals located in this country and encourage new companies to come here.

In Ireland we spend 4.5% of our gross domestic product on education. France and Austria spend 6% while Denmark spends 8%. Limited education, access to education and quality of education will limit economic growth. Spending more on education and constantly reviewing and improving the quality of our education system are the best ways to ensure a sound economic future for the country.

Cecilia Keaveney (Fianna Fail)
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I support the Private Members' motion. As a person who went to school when I was three and left the teaching environment at 27 when elected to Parliament, I have, perhaps, spent more time in school than I should have. However I did some courses over the summer and would do more if I had the time because nobody can get enough education. Education gives phenomenal empowerment. To be able to continue to broaden one's horizons at any age is one of the most important things we can facilitate people to do.

A great deal is taking place. Last year my mother, who has little experience of computers, took the opportunity to learn about them and talks about doing her European computer driving licence, ECDL, course. It is good for people of all generations to have opportunities. Much of it is happening in the community where I live. There is access to computer training. Whether it is used for a job, social interaction or to be able to relate to one's children or grandchildren, all reasons for taking such training have validity.

Preschool is important. Although there is a child care debate on the change of schemes, grants and subventions, there is no debate on content in child care. I am not talking about the mathematical syllabus but asking if there is a play value that will yield an educational value by teaching how to work together and engage with each other from the youngest age. I will speak about mother and child bonding. Lifelong learning must start at the very beginning, as it is said in "The Sound of Music". When I was Chairman of the Oireachtas Joint Committee on Arts, Sport, Tourism, Community, Rural and Gaeltacht Affairs, I took on the issue of music therapy. Another issue was mother and child bonding. When children are not educationally focused, are not able to engage educationally or drop out of the education system, it can sometimes be traced back to the fact that the mother and child did not bond.

I ask the Minister of State to examine the committee's report on music therapy which states:

The structured, non-verbal nature of many musical activities or improvisations can be very reassuring for families who have been engaged in verbal conflicts, and the delicate issues of control can be addressed. Above all, relationships that have become mainly negative can again be seen in a more positive light as families rediscover the ability to have fun together through music making.

That might sound airy fairy when taken out of the context of the report. It also states: "Music therapy seems to enhance the bond between mother and child, enable mothers to gain new insights about their relationships with their children and in many cases improve the quality of life for the child and the mother". If children get the best possible start, their ability to engage in formal education, whether at preschool or primary level, enhances their potential. Then the need to intervene when they are aged eight, nine or ten might arise less frequently. From the Department's perspective, I am talking about budgets. If we invest early, we might not have to invest later. That is a worthwhile aspiration.

The White Paper on Early Education, Ready to Learn, sets out a comprehensive strategy for the development of early childhood education for children up to six years of age and also focuses on those with special needs or disability. I encourage the Minister of State to think of lifelong learning as starting there and to work with other Ministers of State and the Minister for Education and Science to ensure this is prioritised.

There has been great investment in the capital building programme, although it was criticised earlier in this debate. In my area some places aspired to new school buildings for decades, on which there has been a substantial move and to which I alluded in a debate on education earlier in this session.

On the Order of Business I mentioned the ESRI's report, Gearing Up for the Exam: The Experience of Junior Certificate Students, which was published today. The domination of the State examination system and whether classes should be streamed are important issues. I was in a secondary school where we were not streamed. Mixed abilities shared classes and I found it useful.

The debate on vocational versus academic training is large. We all know some people are vocationally organised and some are educationally organised. The two should not be mutually exclusive. We have been training people in reading, writing and arithmetic to get them through exams, and if that becomes the exclusive goal too early, it will fail many students. It merits a debate.

State exams should not be abolished or replaced entirely with continual assessment. However, if the fun has gone out of learning, we must find a way to bring it back. As a teacher I tried to ensure I made each subject as intelligible as possible to the students. Some teachers do that, some will not. Some are good at it, others are not. I do not know of a simple solution but we should ensure every option is not closed down by the choices students make at the age of 12 or 13.

Education should have a broad background. One can get a job from the arts. I did. I got a bachelors and masters degrees and a teaching qualification. There is a list of letters after my name the length of my arm. However it also broadened my horizons and my ability to deal with matters. It enabled me to stand in this Chamber and address a crowd. That was not in the job description when I studied music but as a result of having to perform in front of people, I have acquired other skills. People who are not involved in the arts do not see that the arts have a potential role beyond somebody being able to sing a song or write a piece of music.

Donegal is keenly aware of the need for lifelong learning. Many of its children left school early to go into the textile industry which offered immediate jobs with good wages. However, it collapsed and many people lost their jobs. According to the last study of the subject, Donegal did not do well from the point of view of the people's educational qualifications. I have spoken about this to many school principals. They are a little concerned about the construction industry attracting male students from school too early. We must keep our attention on that matter.

Many people who have had to leave school early are anxious to get back into education. I congratulate the Government on a number of initiatives and I congratulate communities on seeking to establish courses in their areas. I launched a course recently in Clonmany, which is an outreach centre of the Letterkenny Institute of Technology. A great deal is taking place but we cannot afford to take our eye off the ball. It is important to realise the importance of education and to remove the impediments facing people accessing it.

It is not fair of Sinn Féin and the DUP to claim in their manifestos that they oppose fees and then, when in government, impose fees which have prevented Donegal students from having the same free access to Northern colleges as they had in the past. They tried to do the same with the higher and further education colleges but that was shot down on the basis of segregation, whereby they intended to charge students from this jurisdiction but not those from Northern Ireland. The difficulty appears to be that the Northern fees apply to all students and, therefore, it cannot be called segregation. However, if one states in a manifesto that there will be no fees and one subsequently introduces them, one is preventing access to education.

It was interesting to hear Senator Doherty advocate on behalf of students in the Republic with regard to when their grants should be paid. I would be happy if my student constituents in Donegal were still able to do as I did — go to the University of Ulster or other colleges without having to pay fees. If the Minister of State wishes to put pen to paper about this matter for the Northern Executive, I would be pleased to offer him support.

Fiona O'Malley (Progressive Democrats)
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I commend the Fianna Fáil group on tabling this motion. The most important thing one can have in life is a good education. As previous speakers have said, education never stops. While formal education might stop, it does not mean one's ability or hunger to learn should stop. However, what will influence that is one's economic circumstances and intellectual capacities. The Minister of State has one of the most enviable jobs in the Government. He has the power to transform people's lives as a result of the strategies he adopts.

I listened to the Minister of State's contribution and noted his commitment to his task. The pleasure he gets from it is obvious, and the importance of that task cannot be over-estimated. It affects early school leavers as much as people for whom the conventional route through education was not available for whatever reason. Senator Quinn's contribution was very good, especially when discussing the reaction when one discovers there are still adults with literacy problems. The strategies of the Department being overseen by the Minister of State are committed to eliminating that experience and trying to encourage people, in a practical way, to get back into the education system. For that reason, the Minister of State has an enviable job. It is what politics should be about — the transformation of people's lives. The Minister of State is overseeing its most important aspect — the education system.

A characteristic of the Irish nation and what is believed to underpin our economic success is the high standard of education. One sees the disaster taking place in Zimbabwe but before matters deteriorated there, Robert Mugabe proudly boasted that he was educated by Irish people. We are unlikely to pat ourselves on the back about that now but at one time he was seen to be delivering something for his country when it gained its independence. Unfortunately, matters have gone a little awry since. Nevertheless, the Irish education system that was brought to Africa, largely through religious orders, delivered a strong education. It is something of which we can be rightly proud.

Senator Quinn also mentioned that an element of complacency might be setting in with the Government congratulating itself on the delivery of services. I do not entirely agree. When the Government has made achievements and there have been increases in the budgets, which are proven by the statistics, there is an entitlement to acknowledge that. However, that is not complacency. With our literacy levels we cannot afford to be complacent. As Senator Hannigan said, everybody deserves a chance in education. That is true for every child but we also cannot forget the people for whom the formal education system did not deliver or who were obliged to leave education. They, too, deserve a second chance and we must encourage them back into education in whatever way we can.

The Minister of State pointed out that his functions and responsibilities transcend two Departments, the Departments of Education and Science and Enterprise, Trade and Employment. That is most beneficial as it makes us examine our skills shortages. As Senator Hannigan said, we must ensure we are aware of the evolving needs of people and our economy in that regard. For that reason the issue of innovation and the amount of energy, time and focus we put on it in our education system is important. With that in mind, I must mention one of my pet projects, the Science Bus from DCU. I am glad to see the Minister of State is familiar with the scheme because the college is looking for money for it. I hope the Minister of State will bring it to the attention of the Tánaiste and Minister for Finance.

Seán Haughey (Dublin North Central, Fianna Fail)
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The president, Ferdinand von Prondzynski, has raised the matter with me.

Fiona O'Malley (Progressive Democrats)
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I am delighted to hear that. It is a practical example of how we can enthuse schoolchildren. The bus, which contains science laboratories and the expertise to use them, travels to schools that do not have such laboratories. When the bus was running, there was a two-year waiting list of schools that wanted a visit by it. It ignites children's interest in science. I can recall from my school days that an interest in an area could be ignited and even lead to a career.

Furthermore, these are the skills the economy needs. It is acknowledged - the Minister of State will be familiar with the relevant figures - that we have a shortage of science graduates and that it will generate problems in a few years, just as we are trying to keep this country within the knowledge economy.

Fidelma Healy Eames (Fine Gael)
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There is a lack of opportunity in employment.

Fiona O'Malley (Progressive Democrats)
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The Science Bus offers a good investment opportunity. We might not see the benefit of it immediately, although children get great enjoyment from it, but we will certainly reap the benefits in the future.

I welcome the focus on immigrant groups, in recognition that part of the problem in bringing people through the education system arises from a lack of fluency in English. I wish the Minister of State every success in implementing the strategies——

Fidelma Healy Eames (Fine Gael)
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The Senator is letting him off the hook.

Fiona O'Malley (Progressive Democrats)
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——that will give people the confidence and independence education can offer.

Paudie Coffey (Fine Gael)
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I welcome the opportunity to contribute to the debate on lifelong learning and education in general. I want to discuss the delivery of educational facilities in rural areas. Irrespective of the efforts invested in better education, difficulties remain in reaching out to people living in remote areas. I am from Waterford, which has encountered challenges in terms of expanding educational schemes to rural parts of the county. People who wish to engage with the education system find it difficult to access the resources and programmes on offer because, for example, broadband penetration is limited. Broadband and other supports must be put in place if we are to be serious about delivering education to the regions.

Fidelma Healy Eames (Fine Gael)
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Hear, hear.

Paudie Coffey (Fine Gael)
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Too much emphasis is placed on academia, with the result that a race takes place for points and the best academic qualifications while vocational education is neglected. I have a background in vocational education, having taken a FÁS apprenticeship which opened a large number of doors. People are not aware of the benefits to be gained from completing apprenticeship courses through FÁS and other agencies. The challenge lies in giving people the confidence and resources to engage with the system. The VECs, FÁS and other agencies are working well in that regard but more can be done through the institutes of technology and universities to provide third level education on an outreach basis.

I was astonished when a number of my friends from primary school recently revealed to me they were unable to read or write. Other Senators have described similar experiences. I was happy to help my friends and the VECs were able to respond to their needs. However, there must be thousands more who are not coming forward. I accept that the Minister of State is genuinely trying to help them but we must put systems in place to encourage and support them in re-engaging with the education system.

Pearse Doherty (Sinn Fein)
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I encourage Senator Keaveney to continue with her lifelong education because if she took some courses on education in the North, she might realise that third level education fees are neither the DUP's nor Sinn Féin's responsibility at departmental level. The responsible Minister is Reg Empey, who is a member of the UUP.

Cecilia Keaveney (Fianna Fail)
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Is the UUP in charge of the Executive? That is news to me.

Pearse Doherty (Sinn Fein)
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Sinn Féin supports the introduction of free education in the North and the South. That is not the same as the free education introduced by Fianna Fáil under which registration fees have increased by 260% in the past ten years. Part-time students continue to pay fees, which is a disincentive to going through third level education. The motion brought by Fianna Fáil is merely an exercise in backslapping but if we are to be serious about lifelong education, we need action.

There are no more jobs for life and with rapidly changing skills and employment, it is imperative our workforce is constantly retrained and upskilled. Education and training must be lifelong to ensure full employment. The facts, however, are depressing. Approximately 500,000 Irish adults have problems with basic reading and mathematics which means one in four Irish adults has problems with everyday literacy tasks such as reading instructions on medicine bottles. The Government's response has been lacklustre to say the least, with only 7,000 additional extra literacy places announced in Towards 2016. That target is unambitious and merely scratches the surface given that we are starting from a low base. Sinn Féin proposes a national literacy crusade with specific targets and dates for the incremental eradication of illiteracy. As such campaigns have been successful in other developing countries, there is no reason we cannot do the same.

My party also supports the call for paid educational and learning leave. Every country in the EU 15 except Ireland allows paid educational leave as a statutory entitlement. Here, however, such leave is left to the discretion of employers.

It has been estimated by the ESRI that any downturn in our economy would have disastrous effects on the estimated 400,000 or more unskilled adults in low wage marginal jobs. As a result of various problems with adult education provision, educational uptake among adults is significantly lower in Ireland than in other EU countries. The Twenty-six Counties has a rate of only 8% compared with more than 25% in Scandinavian countries.

It is the responsibility of the Government to plan proactively for possible future developments in the economy, including the future of workers. The collapse of the textile industry in County Donegal and the resultant haemorrhage of job losses is an indictment of the Government's failure to ensure the workforce was retrained in advance of the jobs being lost. Employment in County Donegal is heavily reliant on construction and the low paid service sector. With the inevitable busts and booms of a capitalist economy, these workers are vulnerable to unemployment unless they are trained and upskilled. At approximately 18%, County Donegal already has to contend with the highest rate of unemployment in the Twenty-six Counties.

Sinn Féin is clear on the priorities for protecting against unemployment. We need to eradicate illiteracy, introduce paid educational leave as a statutory entitlement and make work-based learning and training available to all workers. That is what the Government should propose instead of the backslapping in which it has engaged.

Fidelma Healy Eames (Fine Gael)
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They were lost due to a lack of forward planning.

Fidelma Healy Eames (Fine Gael)
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That is not so; the area is under-resourced.