Tommy Broughan (Dublin North East, Labour)
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Question 101: To ask the Minister for Education and Science the specific steps she proposes to take, in view of her reply to a previous parliamentary question to enable her Department to have a comprehensive set of statistics which would indicate the number of pupils who left school before sitting their junior certificate examinations; if such statistics would include PPS numbers and addresses in order to enable education and training bodies to maintain contact with the individual concerned; and if she will make a statement on the matter. [33418/07]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I can assure the Deputy that my Department is committed to further developing high-quality, relevant and timely statistical information relating to all levels of education in order to contribute to the development of policies and services to the public and to meet the needs of learners, education providers and other users of education data, nationally as well as internationally.

In that regard my Department, is currently finalising a Statement of Data Strategy for 2008-2010, which will examine the question of data sharing between the Department and its agencies. An important element in addressing such issues would clearly be the use of a unique identifier which would be used by all agencies in tracking an individual's progress through the education system over time. The Personal Public Service Number (PPSN) is clearly the most efficient numerical identifier to use since it, potentially, links information to other public data holdings and can serve as an effective way of correctly identifying individuals across a number of policy interfaces from education to health, training or employment, based on appropriate data protection protocols.

The PPSN is already used as the key identifier on my Departments Post-Primary Pupils Database . The Programme for Government contains a commitment to develop a Database at Primary level and the implementation issues involved are currently being examined. It should be noted that the National Educational Welfare Board (NEWB) is currently developing its own Case Management System to enable tracking of students who drop out of school or who record more than 20 days absence in any school-year. Section 21 of the Education Welfare Act 2000 requires the principal of a school to give notice in writing to an Educational Welfare Officer of a student's name if, for whatever reason, his or her name has been removed from the school's register.

The Deputy will also be aware that the emphasis placed by this Government on tackling educational disadvantage in recent years is absolutely unprecedented. Since 2003, we have increased investment in educational inclusion measures at all levels by no less than 60%, to €730 million in 2007. We are determined to ensure that young people from disadvantaged areas get the support they need to encourage them to finish school. To this end, we have provided additional investment in a wide range of areas, including extra teachers, grants for books, homework clubs, school meals and summer camps. We have also expanded access to important services such as the Home School Community Liaison scheme and the School Completion Programme which work with students at risk of early school leaving and their families.

Indeed, there are now approximately 620 staff working in services such as these, including over 130 extra posts allocated under the DEIS Action Plan over the past two years. In addition, the National Educational Welfare Board now has over 100 staff, and is specifically tasked with tackling attendance problems that if left unchecked can culminate in young people dropping out of school. There is an emphasis under DEIS on helping children to make a smooth transition to second level. Initiatives such as familiarisation days and week-long transfer programmes have been shown to have been very successful in that regard. Schools participating in the School Support Programme under DEIS are being encouraged to prioritise the development of effective transfer programmes for pupils making the transition to post-primary education.

In terms of achievement at post-primary level, it is important to look at the issue in terms of attainment of second level education or equivalent rather than just school completion. Focusing just on school devalues the hard work of students who continued their education in Youthreach centres, went on to train for apprenticeships through FÁS, or acquired qualifications through other equally valuable routes. The Government is encouraged by data that shows that the attainment levels of our young people have improved significantly in recent years. By 2006, 85.4% of Irish 20 to 24 year olds had obtained upper second level education or equivalent -up from 82.6% in 2000 and significantly ahead of the EU average of 77.8%.

The improvement in the proportion of 20-24 year olds with at least second level education or equivalent in recent years is testament to the success of the Government's dual strategy of both improving school completion levels and increasing access to second chance and further education. We are also conscious that the content and perceived relevance of the school curricula have an important effect on students' motivation and desire to finish school. Under the DEIS plan, more students in disadvantaged areas will have access to the Junior Certificate Schools Programme and the Leaving Cert Applied programme.

To conclude, there is evidence that the Government's focus on improving school completion rates and attainment levels in recent years is making a difference. I assure the Deputy that further improvements in this area will continue to be a priority for us in the years ahead. Social inclusion measures across other Government departments have also been prioritised under the Towards 2016 agreement, the National Action Plan for Social Inclusion and the National Development Plan.