Síle de Valera (Clare, Fianna Fail)
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I propose to take Questions Nos. 97 to 100, inclusive, together.

PLC programmes are a critically important feature of the lifelong education continuum. For young people looking to enhance their qualifications and employment prospects, for those seeking an alternative route of entry into higher education and for older adults wishing to return to learning, the PLC route offers an invaluable opportunity. PLC colleges form an important source of supply of people with skills to serve the Irish economy. Courses are aimed at preparing students both for employment and for progression into other areas of education and training. PLC providers form a major employee source for a wide range of industries and services, with a strong focus, for example, on childcare and tourism services, leisure (including sport-related) services, beauty therapy, business and administration, information technology and a diverse range of activity in the sciences and technologies with a particular focus on pre-nursing and social care studies. Over 40 providers have more than 150 students, including 20 providers which have over 450 students and the remaining 150 providers are, as the Deputy notes, of a smaller scale but have the benefits that arise from local initiative and local relationships.

Government commitment to the PLC sector, by reference to the resources applied in teachers' pay, non-pay running costs, student support and certification costs, is very significant. We have increased the number of PLC places by 60% since 1996/97. Indeed, the number of PLC places approved for 2005/2006 is up by more than 1,600 on the 2004/05 level. The number of approved places in the sector now stands at 30,188. We also extended the provision of maintenance grants to PLC students with effect from September 1998. The PLC maintenance grant scheme operates on the same basis as in higher education. There were nearly 8,000 PLC grant holders in 2005 and they received some €23 million in direct support. Tuition fees for PLC courses are also waived.

PLC students are included in the calculation of non-pay budgets issued to schools in respect of running costs. A supplementary non-pay grant towards running costs specifically for PLC schools is also payable. This amounted to €5.5 million in 2005. In addition, capital funding for works at eleven post-Leaving Certificate Colleges in 2006 has been agreed.

Other developments funded by my Department of direct benefit to the PLC sector include the provision of national certification under the Further Education and Training Awards Council and the development of progression links with higher education in the Institutes of Technology. Going forward, the McIver Report presented an ambitious and far-reaching analysis of how we can develop the potential of the sector. The Report contains 21 over-arching recommendations, incorporating 91 sub-recommendations.

It has been estimated, in consultation with management and staff interests, that the recommendations for staffing would involve at a minimum the creation of at least 800 new posts at a cost of over €48 million. This level of additional provision cannot be considered in isolation from other areas of education. I want to invest in educational opportunity for learners in Further Education by providing the necessary system supports that will allow the sector as a whole to fulfil its important potential. The non-teaching educational tasks particular to PLC teachers, the demands on the management side and the challenges presented by the variation in size of the 200 plus PLC providers are under very active consideration by officials at present. It is intended to table concrete proposals for discussion on the way forward. The positive engagement of all the main partners will be sought to advance the agenda.