Written answers

Thursday, 4 December 2008

Department of Education and Science

Language Schools

4:00 pm

Photo of Róisín ShortallRóisín Shortall (Dublin North West, Labour)
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Question 29: To ask the Minister for Education and Science his plans to ensure statutory regulation of the English language school sector; and if he will make a statement on the matter. [44356/08]

Photo of Batt O'KeeffeBatt O'Keeffe (Cork North West, Fianna Fail)
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The English language education sector is an important part of Ireland's international education offering, and is a major contributor to the Irish economy. Recent estimates put its total impact on the economy at around €500 million.

It is important, therefore, that institutions offering English language courses and other programmes of education to international students should operate in a regulatory environment which is robust and appropriate, and which has credibility both domestically and in the international market.

The existing regulatory regime for English language schools is operated by ACELS — the Advisory Council for English Language Schools — a body under the aegis of my Department. Institutions offering English language programmes must meet a set of standards in areas such as learning and teaching provision, teacher qualifications, premises and facilities. Compliance with these standards is assessed through an inspection regime operated by ACELS. Only programmes of education which meet these standards, and have been subject to inspection can be added to my Department's internationalisation register, which allows access by non-EEA students to employment, subject to certain conditions.

Given the importance of the international education sector generally, my Department will be examining the overall regulatory regime for international education provision. As part of this, consideration will be given to assigning regulatory functions to an appropriate existing authority under statute, having regard to overall Government policy in relation to the rationalisation of agencies.

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