Seán Crowe (Dublin South West, Sinn Fein)
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Question 253: To ask the Minister for Education and Science if she will report on the recommendations from the task force on lifelong learning of 2002 which have not been acted upon. [13780/06]

Síle de Valera (Clare, Fianna Fail)
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The task force on lifelong learning was established by the Department of Enterprise, Trade and Employment, in collaboration with the Department of Education and Science, and reported in 2002. A total of eight Departments with responsibilities for education, sectoral training, welfare and social and community development policies were represented on the task force, as well as education, training, social partner, community and voluntary interests and industrial development agencies.

The report of the task force on lifelong learning complemented the policies and recommendations of the White Paper on adult education, Learning for Life, which was published in 2000. The White Paper reflected on the role of adult education in society and set out principles, policies and strategies for future development.

The implementation of the recommendations of the report of the task force were significantly advanced by the establishment in 2001 of the National Qualifications Authority and the two awards councils, the Further Education and Training Awards Council and the Higher Education and Training Awards Council under the Qualifications (Education and Training) Act 1999.

In 2003, the national qualifications framework was published. This framework establishes a single, coherent, easily understood award system for all levels of education and training in the State. The framework comprises ten levels. It will benefit all involved in education. It will allow the learner to access, transfer and progress up the ten levels of the framework. It will benefit employers as it provides a way of measuring and relating learning achievements and of comparing education and training awards.

The priority target group of further education programmes generally is those who are educationally disadvantaged and who lack basic skills. This was a key priority in the report of the task force. My Department continues to support a suite of adult, further and higher education initiatives from basic adult literacy through to expansion of scale and provision in further education. In fact, expenditure on adult literacy has risen from €10.6 million in 2000 to over €23 million in 2006. There are approximately 34,000 adult literacy learners in 2006.

The National Development Plan 2000-2006 anticipated that 110,000 people would participate in the adult literacy programme. This target has already been surpassed. In addition there are, in 2005-06, approximately 3,200 students in Youthreach; 1,000 students in senior Traveller training centres; 5,500 in vocational training opportunities scheme; and over 30,000 following the post-leaving certificate programme. All of these students are following full-time programmes. In addition, there are 7,000 places available in the part-time back to education initiative, which was initiated in 2002.

To provide support for these adult students, my Department has played a key role in the development of education guidance services for adults. Adults returning to education need advice, information and guidance. To this end, 35 adult education guidance initiatives have been established throughout the country. These initiatives provide advice and guidance to potential learners and to existing learners in adult literacy, the vocational training opportunities scheme and community education. Financial provision is available for a further three initiatives which will be made available subject to the approval of the additional staff required. In addition, my Department funds the development of Qualifax. Qualifax is an on-line database of some 12,000 educational courses currently operating in second level, third level and in further education.

Child care support is also provided to further education learners in Youthreach, senior Traveller training centres and for those following vocational training opportunities programmes. Financial support is also available to learners who are eligible for social welfare benefits or maintenance grants. Higher education also seeks to maximise access and the establishment of the national office for equity of access to higher education in 2003 highlights the importance of providing educational opportunity for groups who are under-represented in higher education.