Written answers

Tuesday, 8 November 2005

Department of Education and Science

Educational Disadvantage

8:00 pm

Photo of Pat RabbittePat Rabbitte (Dublin South West, Labour)
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Question 137: To ask the Minister for Education and Science the extra funding she will provide under the DEIS proposals to the schoolbooks for needy pupils grant scheme; when extra funds will be provided; and if she will make a statement on the matter. [32802/05]

Photo of Mary HanafinMary Hanafin (Dún Laoghaire, Fianna Fail)
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The new action plan for educational inclusion, DEIS, delivering equality of opportunity in schools, aims to ensure that the educational needs of children and young people from disadvantaged communities are prioritised and effectively addressed. The plan provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP, which will bring together and build upon, a number of existing interventions for schools with a concentrated level of disadvantage. Approximately 600 primary schools, comprising 300 urban-town and 300 rural and 150 second level schools, will be included in the school support programme. The new action plan will be introduced on a phased basis — starting in the current school year — and will involve an additional annual investment of €40 million on full implementation. It will also involve the provision of 300 additional posts across the education system.

The primary and second level school books grant schemes will continue to operate as before. However, the results of the identification process outlined above will be taken into account in allocating resources under the schemes. Targeted additional funding will also be made available through the schemes, on a phased basis, to schools participating in the SSP. This additional funding will be aimed primarily at supporting the establishment, development and continuing operation of book loan-rental schemes. The specific amount involved in 2006 will be finalised in the context of the Estimates process.

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