Dinny McGinley (Donegal South West, Fine Gael)
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Question 341: To ask the Minister for Education and Science the levels of funding for 2008 for the three part-time teacher education centres in the Gaeltacht; the reason the three part-time centres serving Gaeltacht areas consistently receive the least level of funding to part-time education centres in the years 2001 to 2006 as reported in his Department's value for money assessment of programmes managed by the teacher education section; and if he will make a statement on the matter. [22108/08]

Batt O'Keeffe (Cork North West, Fianna Fail)
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The three part time education centres in the Gaeltacht areas of Dingle, Conamara & Arainn and Gortahork have been allocated funding of €8,889 each for 2008. In addition to this funding a part-time administration post has been sanctioned for each of the three full-time centres whose catchment area encompasses the three part time teacher education centres in the Gaeltacht namely Tralee, Galway and Donegal Education Centres. This position of administrator has specific responsibility with regard to all administration in respect of the part-time centres in its catchment area and any other business requirements through the medium of Irish.

As mentioned in my Department's value for money report the Centres closest to urban areas and thereby serving a larger teaching population would have a higher level of activity. The funding of part-time Education Centres would be based on the level of activity in relation to courses. Therefore those Part Time Centres who are close to or are in urban areas would receive a higher level of funding than those serving non urban areas.

The part-time Education Centre covered by the Deputy's question is part of a network of twenty-one full-time and nine part-time Education Centres which are located throughout the Country. Education Centres provide continuous professional development and support for teachers and the wider education community through meeting locally researched and identified teacher and school community needs. They also provide this continuous professional development and support through involvement in national in-service programmes, involving either curricular reform or support on specific issues such as special needs.